自主學習的道德設想：如何可能及其挑戰

The Moral Envisagement of Autonomous Learning: Its Possibility and Challenges

自主學習已是當前12年國教重要理念，本文主張自主學習不僅是關乎教學與學習策略，更應是兼具學習者與教師雙重責任的道德設想。就學習者而言，要能為自己與為社會負責；就教師而言，要能引導學生體會學習應有自我立法與自我遵循之責任。文分五段，除前言外，其次溯源「自主」概念，繼而回到當代臺灣社會情境，檢視自主學習政策的發展脈絡；第三部份，則以Kant道德實踐的三條件為參酌，設想自主學習可能的道德意涵；第四部份，回到教學情境脈絡，檢視自主學習的可能性及師生可能面臨的倫理挑戰。最後指出，自主學習雖有形上學支持的可能性，卻也是充滿挑戰的倫理要求，其最初與最終的關鍵在於教師能否鬆開緊握著學生的手，以及開放社會給予的容錯機會，學生才能空出他們的雙手去擁抱世界，成為自己學習的真正主人。

Autonomous learning is central to Taiwan's 12-Year Basic Education reform. This paper argues it is not merely a pedagogical strategy but a moral envisagement entailing dual responsibilities: learners must answer to themselves and society, while teachers must guide students toward self-legislation and self-compliance. After tracing the genealogy of ''autonomy'' and its educational-policy context, the paper draws on Kant's three postulates of practical reason to envisage autonomous learning's moral implications, then examines Taiwan's Four-Learnings Model for its ethical possibilities and challenges. It concludes that autonomous learning, though metaphysically supportable, remains a demanding ethical requirement—hinging on whether teachers can release their grip on students, and society tolerates error, so students may truly master their own learning.