「問問題」的想像～找回遺失的問號～

The Imagination of Questioning-Find the Lost Questioning Marks

10.6384/CIQ.200404.0075

陳沛嵐(Pei-Lan Chen)

哈伯瑪斯 ； 問問題 ； 課程與教學 ； curriculum and instruction Habermas questioning

課程與教學

7卷2期（2004 / 04 / 01）

75 - 94+189

繁體中文

在現今社會中，主張透過多元的徑路找到真象和重視互為主體，以促進理想溝通情境的達成。而「問問題」在其中就扮演極為重要的角色，因為透過「問問題」，讓我們開啟了一條通往真實與達成溝通的道路。本文擬先以哈伯瑪斯（Habermas）知識論和社會溝通行動的觀點作為基礎，分析「問問題」所代表的深層意涵，並說明「問問題」背後預設的揭露和「問問題」實踐的必要性，繼而導引作者從反面提出假設和推論出五種「不問問題」的類型，並試圖從相關的理論與證據佐證此五種「不問問題」類型背後的隱含，以期從正、反面的視角中找出影響「問問題」背後的機制。最後，更進一步藉由課程與教學上相關的建議與實踐，幫助我們找回「問問題」的本能。

In modern society, we increasingly take multiple-accesses as the way to reality and emphasize the possibility of inter-subjectivity, through which the ideal communication situation is reached. ”Questioning” plays the important role in this era since it's one of the ways to reality and communication. In order to understand the interpretations of questioning exactly, three major parts were conducted in this paper. First, the paper tried to analyze the meaning of questioning from Habermas's Knowledge and Social Communicative Action Theory. Then, in this meta-view, the author assumed five-types of ”not-questioning” and explored the assumptions behind them. Finally, the implications of curriculum and teaching were raised to make people re-skill the instinct of questioning.

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