遺忘、安適與容受：《莊子》「忘」的教育意義

Forgetting, Fitness, and Receptivity: The Educational Implication of ＂Forgetting＂ in the Zhuangzi

10.6869/THJER.202106_38(1).0004

林明照(Ming-Chao Lin)

同理 ； 安適 ； 忘 ； 容受 ； 教育 ； 莊子 ； empathy ； fitness ； forgetting ； receptivity ； education ； Zhuangzi

清華教育學報

38卷1期（2021 / 06 / 30）

107 - 132

繁體中文

「忘」是《莊子》中重要的哲學概念，其意義基本上包含不在意、安適與容受等相互關聯的面向。若延伸到教育層面，《莊子》的「忘」實具重要的教育意涵，本文即嘗試就《莊子》的「忘」所可能含蘊的教育意義進行討論。第一部分探討《莊子》「忘」的相關哲學意義；第二部分則就「忘」的哲學內涵在教育面向上可能具有的意義進行討論。討論後發現，《莊子》「忘」具有的教育意涵至少包含幾個面向：首先，「忘」聯繫到如何避免只是停留在模仿性的學習上；其次，「忘」展現出打破特定學習場域限制的意義；再者，「忘」延伸出一種容受與接納的教學與學習氛圍。

＂Forgetting＂ is an important philosophical concept in the Zhuangzi, and its meaning is basically related to several dimensions including unconsciousness, fitness, and receptivity. No matter which facet we focus on, the idea of forgetting is full of positive and ideal significance of great value, including theeducational dimension we try to analyze in the paper. It could be discussed from many dimensions, including as a guide in learning, a learner's relationship with their place of learning, and the receptivity in education. The paper first focuses on the philosophical implication of ＂forgetting＂ in the Zhuangzi and then its significance in education; hence, there are two parts in the discussion. After discussion, it is found that the educational connotation of ＂forgetting＂ in ＂Zhuangzi＂ contains several aspects: First, ＂forgetting＂ reflects the avoidance of staying in imitative learning. Secondly, it shows the meaning of breaking the limitations of a specific learning field. Furthermore, ＂forgetting＂ extends a teaching and learning atmosphere of tolerance and acceptance.

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