亞當．史密斯之“同情”概念在道德教育上的意義

Adam Smith's Concept of Sympathy in the Meaning of Ethical Education

10.7065/MRPC.200906.0091

黃苓嵐(Ling-Lang Huang)

同情 ； 道德情感 ； 公正的旁觀者 ； 認同 ； Sympathy ； Moral Feelings ； Fair Observer ； Identity

哲學與文化

36卷6期（2009 / 06 / 01）

91 - 103

繁體中文

亞當.史密斯(Adam Smith, 1723-1790)在其重要著作《道德情感論》(The Theory of Moral Sentiments)中，將「同情」(sympathy)概念視為社會行為的認同基礎，以及我們進行道德判斷的一個重要指標。史密斯沿襲其師哈奇遜(Francis Hutcheson, 1694-1746)的主張，認同道德感在我們道德抉擇上的重要影響，特別是同情心在我們道德行為中的重要影響力。然而，在倫理學過去的發展中，對於規範的認知系統強調，遠遠勝於對於道德情感的討論。因此，本文擬從史密斯的同情觀點出發，去探究強化道德情感對於解決我們當前道德教育問題是否是一個可行的方式？ 故本文擬分成三個部份探討：首先，探究目前道德教育的問題為何？其次，論述史密斯如何說明「同情」概念；最後，思考以同情概念為基礎的道德觀，是否更能解決當前的道德困境？

In his important work, The Theory of Moral Sentiments, Adam Smith saw the concept of sympathy as the foundation of identity in terms of social behaviors and also an important index of moral judgment. During the development of ethics in the past, the cognitive system of norms was more important than the discussion about moral sentiments. From the perspective of Smith's concept of sympathy, this article is meant to explore whether reinforcing moral sentiments is a more viable way to solve the problems with moral education nowadays. Therefore, the inquiry proceeds along three parts: first, whether the moral ideas applied to inquire into the problems with moral education could better resolve the current moral dilemma; second, stating how Smith explained the concept of ”sympathy;” and finally, contemplating if the moral ideas founded on the concept of sympathy could better resolve the current moral dilemma.

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