J. White對R. S. Peters內在教育目的之修正及其重述   免費試閱

John White’s Revision and Restatement of Richard Stanley Peters’ Intrinsic Aims of Education

教育目的是教育哲學的核心探索主題之一，英美於1960年代分析的教育哲學，以方法論擅其長。本文以英國分析開山學者Peters各個年代的相關探討及其傑出弟子White所著《重述教育目的》一書為文本，詳加討論。Peters以概念分析方法界定了教育內建的意義，並提出程序原則，一方面，凸顯教育歷程中目的之意義，避開傳統教育目的空泛的缺失，另一方面亦藉著教育的內建意義，彰顯內在教育目的之價值，以抗拒來自教育外勢力，如政治、經濟等對教育的過度影響。Peters所運用的概念分析及其先驗式論證，當然也引起其他學者的質疑，White則嘗試修正Peters的方法論，企圖以反省後欲求的滿足為實質的教育福祉，以此論證個人自主符合學生個人善（利益），並運用道德自主聯繫個人善與社會善（利益）。White希望能同時兼顧進步主義所重視的個人善與所謂外在目的論所重視的社會善。研究者認為，White針對Peters方法論的修正，一方面擴大了Peters教育目的之內涵，從原先知識、理解、認知的通觀到道德自主，另一方面亦藉著理性自主之反思，捍衛了Peters教育人重視認知的特性，更對道德教育的德行面向與公民教育提出較周延的說明，與Peters後期民主價值的教育目的呼應。研究者亦認為分析的教育哲學對今日臺灣的教育仍具有反思的價值。

Currently, one of the critical issues in the philosophy of education is to determine the fundamental aims of education. Conceptual analysis is the main specialty of the school of analytic philosophy of education in the English speaking world in 1960s. This paper presents a comprehensive investigation of Richard Stanley Peters’ works in different periods and John White’s The Aims of Education Restated. Peters argued that the cognitive and worthwhile thing are built in the concept of education and we can deduce its ideal meaning as aims, namely, intrinsic aims of education , against the extrinsic ends from economic needs. Furthermore, he proposed certain principles of procedure that are essential to educational practice, rather than focusing on vague, idealistic educational aims or goals. White, Peters’ outstanding student and colleague, rejected the transcendental argument, and attempted to connect the good of the pupil and the good of society with the concept of post-reflective desire-satisfaction through personal and moral autonomy. White’s argument not only expands the cognitive perspective of Peters’ core ideas, witch focus on the width and depth of knowledge and understanding, giving it a more comprehensive moral dimension, but also defends the essence of Peters’ intrinsic aims which are involved in the ideal concepts of education and ideal of educated man by emphasizing rational autonomy. Therefore, White’s argument regarding educational aims cannot be neglected, which corresponds to the arguments in Peters’ late work concerning democratic values. In conclusion, the author of this paper believes that analytical philosophy of education still has positive value to reflect current educational phenomena in Taiwan.