培育有能力的公民以彰顯社會正義之研究：對J. Rawls正義論的探討與回應   免費試閱

Study on Cultivating Citizen’s Capacity to Reveal Social Justice: An Exploration and Response to J. Rawls’ Theory of Justice

培育有能力的公民是教育的核心職能，教育長期被視為彰顯社會正義的重要途徑之一。鑑此，本文旨在分析公民能力的開展，據以彰顯社會正義之方法論、轉進和回應，特別關注教育上的蘊義，以哲學詮釋方法探究理論和文獻中有關社會正義之分析、限制和嶄新取徑。本文由J. Rawls正義論的論述內涵與架構，演繹出個體道德能力與社會架構對於正義實踐的方法論。同時，本文呈現對Rawls之相關評議，並強調由社會發展的群體認同和實質效果來權衡正義的表徵和實現。本文探討理論論述的貢獻在於，闡釋A. Sen延續Rawls正義論並說明將能力實作視為培育公民以實踐社會正義的核心目的，探討其對於增進教育與社會正義議題的理論進展所產生之轉變和影響。

This article aims at analyzing the perspectives, approaches, limitations and transformations of how citizens obtain competency to demonstrate social justice. Philosophical hermeneutic is employed as the method to investigate the theories and literature related to the analysis, limitations and new approaches of social justice. The originality and value of this article are that it interprets how the individuals’ competences and social frameworks impact the practices of social justice according to Rawls’ theory of justice. The article also explores the existing criticisms on Rawls’ rationales from the perspective of performance and effects in the social developmental contexts. Transformation of theoretical discourses could be seen from how Sen is inherent of Rawls’ thoughts, but Sen infers that the opportunity and freedom for citizens’ competences to function should be perceived as a substantial development which bears positive effect for citizens towards social justice in the educational field.