法國重返「道德」教育？一個關於法國「公民認同教育」的探討

France Returns to "Moral" Education? A Study on French Civic Identity Education

10.7044/NHCUEA.201206.0067

許宏儒(Hung-Ju Hsu)

公民教育 ； 公民認同教育 ； 臺灣 ； 法國 ； 道德教育 ； civic education ； civic identity education ； Taiwan ； France ； moral education

新竹教育大學教育學報

29卷1期（2012 / 06 / 01）

67 - 98

繁體中文

本文討論法國道德教育的歷史脈絡，並以「公民認同教育」作為研究主軸。法國教育部長Luc Chatel於2011年宣布：「我要讓道德重返學校」。關於「公民認同」教育，自法國第三共和以來，重視共和國精神的道德教育。1968年學潮後，道德成為敏感的字眼，法國改以「公民教育」稱之。而2000年後，法國政府意欲讓「道德」教育重回學校。臺灣也有關於公民與道德課程，以及道德列入考試科目的爭議。但事實上，無論是臺灣或是法國，都必須正視以下三點：現代公民認同教育需具有實質上的順從與精神上的反抗的特性；不能再回復以往權威式的道德「德目」與格言的灌輸教育；一個新的多元公民與世界公民的認同問題。

This study investigates the context of moral education in France using civic identity education as a framework. Luc Chatel, the minister of French National Education, stated in 2011 that he intended to reinstate morality in schools. According to civic identity education, the spirit of the republic has been the main value of moral education since the third French republic. After May 1968, as morality became a sensitive word, civic education replaced moral education. After 2000, the French government attempted to reinstate morality in schools. Civic and moral education in Taiwan has changed its name and pedagogical content over the past few years. Debates on the morality of examinations have also taken place. However, neither Taiwan nor France can neglect the following 3 points: (a) material obeisance and spirited resistance are principle and necessary characteristics of a modern citizen; (b) we cannot return to a previous moral state; and (c) a new plural civic identity education and international citizen identity education must be developed.