對於Émmanuel Lévinas教育思想的反省：批判的取向   免費試閱

A Reflection on Émmanuel Lévinas’s Educational Thinking: A Critical Approach

本文從學理上探究近年來法國教育場域最新興的議題之一：Émmanuel Lévinas教育學思想的問題。透過幾位法國思想家與教育哲學家對於Lévinas的思想所進行的批判，本文指出，Lévinas的他者哲學及其教育學思想，是將「教師—他者」，也就是「絕對他者即教師」，放在教育過程中的最高地位，只有他者具有「無限觀念」，「只有他者／他異性（能）教」，而相對於他者的學生（自我／主體），則只能是一個無止盡的被動忍耐者與接受者，且這樣的主體成為「人質」。在這樣的歷程之中，教育只是「絕對他者即教師」，對於相對於他者的學生（自我／主體）所進行的「迫害的外（創）傷」。Lévinas的思想即便扭轉了西方傳統的主體哲學，讓教育中的每個人都必須向他者學習，但這樣的絕對他者即教師，卻使得學生應全然聽從教師，教師也應全然聽從學生。此一「全然」便完全忽略了教室中的每個主體／他者本身所擁有的價值與知識，也完全沒有考量到教育的歷程本身毋寧便是一種詮釋的循環，主體（他者）間的相互對話，以及生命意義的彼此參照與指涉。

From a theoretical point of view, this article analyzes one of the most contemporary issues in the past few years of the field in French education: The problem in Émmanuel Lévinas’s educational thinking. Through analyzing works of and responding to several French thinkers and pedagogues, this article points out that Lévinas’ philosophic concept of “the Other” and his educational thinking places ‘‘Teacher-the Other’’ (Maître-Autrui) as ‘‘the Absolute Other as Teacher’’ in a supreme state, connoting that ‘‘only the Alterity/Other teaches’’ (Seule l’absolument Autre/l’Altérité enseigne). The student as the opposite of the Other, a self/subject, has no choice but to submit and surrender indefinitely. During this process, education is only a ‘‘trauma of persecution” (traumatisme de la persecution) executed by “the Absolute Other as Teacher” to the student. Although Lévinas’ thinking flipped the Western traditional subjectivity philosophy and illuminated the idea that “everyone must learn from the Other: Student must learn from the teacher and the teacher must learn from the student,” this “must” completely neglects the value and knowledge of each subject/other in the classroom. Lévinas’ educational thinking does not consider that the process of education is a hermeneutic circle; a dialogue of subjects/others; and an inter-reference of living meanings.