人文教育、公民教養與國家權力：論歐克秀之教育理念

Liberal Education, Civil Edification and State's Governance: Michael Oakeshott on Education

10.6350/JSSP.200306.0365

曾國祥(Roy Tseng)

歐克秀 ； 人文教育 ； 國家治理 ； 懷疑論 ； 理性主義 ； Michael Oakeshott ； Liberal Education ； State's Governance ； Skepticism ； Rationalism

人文及社會科學集刊

15卷2期（2003 / 06 / 01）

365 - 399

繁體中文

本文之宗旨在於翔實地分析歐克秀的人文教育理念。如同其藉由公民結社與企業組織這兩組概念來闡述現代國家之治理觀念的方式，歐克秀也傾向將西方教育思想區分成人文教育與社會教育兩大範疇。對歐克秀而言，困擾著當前大學之最嚴重危機，乃肇因於一種訴諸理性主義以及與其相應的企業組織思維，來界說一個大學之社會目標的現代性企圖。為了重振人文主義者之於人之所以為人的本體條件的探究興趣，歐克秀因此呼應於他對理性主義與企業組織已所提出的著名攻擊，進而對社會教育思想展開另一次嚴峻批判，但求伸張人文教育思想的時代意義。如此，本文的論述主體將依循歐克秀的步調，從其帶有哲學懷疑論色彩的人文主義精神著手，重建人文教育理念的主要特質。

The purpose of this essay is to give a detailed analysis of Michael Oakeshott's idea of liberal education. In line with his prominent account of modern state governance in terms of civil association and enterprise association, Oakeshott is likely to put Western educational thought into two main categories, namely, liberal education and social education. To Oakeshott, the most serious crisis that roils today's universities results from a modernized attempt to define the ”social aims” of a university by appealing to Rationalism and the related notion of enterprise association. In order to revitalize a humanist’s interests in studying the ontological conditions of a man being a human being, Oakeshott therefore moves to launch a subsequent critique of social education in favor of liberal education, a critique which echoes his famous attack on Rationalism and enterprise association in every respect. Accordingly, the major part of this essay will follow Oakeshott's steps to re-establish the characteristics of liberal education in terms of the humanist ethos evinced in his philosophical skepticism.

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