從哲學詮釋學的實踐智慧觀點論“懂得如何操作”與“自我理解”的教育經驗本質

On the Essence of the Educational Experience about "know-how" and "self-understanding" from the Perspective of the Philosophical Hermeneutics' Phronêsis

10.6429/FES.200606.0001

葉文傑(Wen-Chieh Yeh)

高達美 ； 自我理解 ； 技術 ； 實踐智慧 ； Gadamer ； Self-understanding ； Techne ； Phronêsis

教育與社會研究

11期（2006 / 06 / 01）

1 - 22

繁體中文

本文試圖從哲學詮釋學的「實踐智慧」觀點，比較實用主義與當代詮釋學對「實踐」之不同理解，以發展人文主義的教育經驗論述。本質上，實用主義強調「懂得操作」的教育經驗，乃側重「技術」的實踐進路；哲學詮釋學強調「自我理解」的教育經驗，乃側重「實踐智慧」的實踐進路。後者從共通感－教化／陶養－自我知識－自我理解的實踐智慧經驗典範，顧全了實用主義所忽略的人性側面：一個從整體人類存有所關照的、與他人共在的必要側面，而這個人性側面正得以由人的「本真的尊嚴」與「良知」的呼喚，這條「自我教育」的必然性途徑來達成。

This paper attempts to compare the different understanding about' practices' between pragmatism and contemporary hermeneutics by the' Phronêsis' perspective that come from philosophical hermeneutics, in order to develop the discourse of the educational experience of humanism. In essence, the educational experience that the pragmatism emphasizes' know how', is it practice of laying particular emphasis on' Techne' that enters the way; the educational experience that the philosophical hermeneutics emphasizes' self-understanding', is it practice of laying particular emphasis on' Phronêsis' that enters the way. The latter that the model of experience of' Phronêsis' come from the concept of Sensus communis, Bildung, Self-knowledge, Self-understanding, notes a human nature side that the neglect of the pragmatism, a essential side that stands on the point of the whole human Being to involve being with others, and this side can be arrived through the calling of man's the proper dignity, conscience, this self-education's way.

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