直覺論視角下的師資生道德判斷培養之研究

Research on the Cultivation of Pre-service Teachers' Moral Judgments in Intuitionism Perspectives

10.7001/JTPE.202403_8(1).0002

黃嘉莉(Jia-li Huang)

道德信念 ； 道德直覺論 ； 道德敏感度 ； 道德判斷 ； 師資培育學生（師資生） ； moral conviction ； moral intuitionism ； moral sensitivity ； moral judgment ； pre-service teachers

臺灣教育哲學

8卷1期（2024 / 03 / 01）

26 - 55

繁體中文;英文

教師在進行道德判斷時，不僅影響其道德實踐層面，而且涉及到對學生、家長以及專業倫理規範的體現。面對情境不確定性，教師可能在「應然」與「實然」的差異中，憑藉直覺作出快速且失誤的判斷，這些判斷往往與預期的道德行為不符，導致不良結果。基於此，本研究從道德直覺論的視角出發，採用理論分析方法針對直覺的概念內涵進行探究，從其本質明確培養師資生道德判斷的重點和可能方法。儘管這一途徑可能存在先驗的道德信念與情感、認知內化問題，但透過對直覺論自明的道德信念、基於個人經驗的直覺判斷、感知與智力表徵的互動，以及直覺的多元類型的深入分析，不僅展現了直覺的多面性，同時也凸顯了在情境互動中道德信念、事後感知和情緒經驗對直覺判斷的深遠影響。因而，本研究進一步提供促進師資生對道德信念的理解、提高情境判斷的直覺能力及敏感度的培養建議，旨在強化未來教師在複雜的教學實務中，運用適切直覺判斷的專業能力。

In making moral judgments, teachers engage in personal ethical practices significantly extend to the manifestation of professional ethical standards in their interactions with students and parents. Facing situational uncertainty, teachers may intuitively and promptly make mistaken judgments, based on the discrepancy between 'ought' and 'is'. These judgments often deviate from expected moral behavior and lead to adverse outcomes. Therefore, this study explores moral judgment from the perspective of moral intuitionism with theoretical analysis. Despite potential inherent issues with moral beliefs, emotions, and cognitive internalization in this approach, a thorough analysis reveals the multifaceted nature of intuition through self-evident moral beliefs of intuitionism, intuition judgments based on personal experience, the interplay of perception and intellectual representation, and the diversity of intuitive types. Additionally, the profound impact of moral beliefs, post-event perceptions, and emotional experiences in situational interactions on intuitive judgments were highlighted. This research provides suggestions on enhancing pre-service teachers' understanding of moral beliefs and improving their intuitive abilities and sensitivity in situational judgments, aiming to strengthen future teachers' capacity to apply appropriate intuitive judgments in complex teaching practices.