齊克果的主體性自我概念對靈性教育的啟示

Kierkegaard’s Conception of Subjective Self and Its Implications for Spiritual Education

本文認為人的靈性本質是主體生命開展的基石，為理解靈性教育的價值與目標，將透過教育詮釋學的研究取徑探究齊克果主體性思想中的自我概念，以及個人作為主體性自我在靈性教育上的意義，藉此探討生命教育中的靈性內容。第一、從靈性與靈性教育的名詞釋義、生命教育的課程分析靈性教育的特殊性與神聖性。第二、透過齊克果主體性思想中的自我概念闡釋其靈性觀。第三、以齊克果的主體性自我分析自我關係、自我與他人，以及超越性的存在，藉此對我國的靈性教育及自我生命的靈性修養有更豐富與全面的理解。

This paper investigates Søren Kierkegaard’s concept of the self in his subjective thought, along with its implications for spiritual education. First of all, I argue that spirituality plays an essential role in life education. Apart from the meaning of spirit and spirituality, the development of spiritual education reveals that spiritual thought is unique and sacred. Second, by interpreting Kierkegaard’s ideas on the self and subjectivity, this paper points out his vision of spirtuality and the meaning of a human being as a subjective existence. Third, this paper explores Kierkegaard’s reflections on subjectivity in relation to the self, others and transcendence. Hence, the aim of this paper is to utilize Kierkegaard’s existential thought of selfhood to spiritual education in Taiwan, providing a richer and more comprehensive perspective on spirituality. It concludes by expecting students to become spiritual subjects and lifelong learners.