Gadamer美學真理觀在教育研究上之涵義

"Truth" Concept in Educational Research: A Study of "Truth" Concept in Gadamer's Aesthetics

10.7038/BREE.200612.0091

游振鵬(Chen-Peng Yu)

美學 ； 藝術 ； 真理 ； 語言 ； 教育 ； Aesthetics ； art ； truth ； language ； education

國民教育研究集刊

15期（2006 / 12 / 01）

91 - 107

繁體中文

本文旨在探究Gadamer美學的真理觀，進而尋繹Gadamer美學真理觀在教育研究上的意涵，獲致以下結論： 1．就Gadamer美學真理觀而言：係對真理符應說之批判及Heidegger觀點之闡揚，主張自然科學與精神科學皆能產生真理，定義知識形式與科學為真理即logos，認為藝術作品的存有本身涵蘊真理，藝術真理之開顯以Hegel路線較為整全。闡釋藝術作品係透過語言在不同生活脈絡對話下，所形成的合宜理解。 2．就Gadamer美學真理觀在教育研究上的意涵而言：教育研究的對象是整體教育場域的相互遊戲本身，教育研究的方法宜適度統合不同典範的研究方法以辨證交融出深度意義，同時教育均發生在語言中並在語言中開顯，教育理論與教育實踐的關係則是教育實踐開展教育理論，再從教育實踐中不斷修正教育理論之辯證發展。

The purpose of the study is to analyze ”truth” concept in Gadamer's Aesthetics and its implications on educational research. The results are concluded as follows 1. The themes of ”truth” concept in Gadamer's Aesthetics are discussed in the following: (1) truth in both natural science and moral science, (2) defining knowledge and sciences as truth as logos, (3) truth in Dasein of the works of art, (4)”truth” concept in Hegel's Aesthetics approved by Gadamer. 2. Based on ”truth” concept in Gadamer's Aesthetics, implications on educational research are as follows: (1) the object of educational research as the interplaying of the whole educational horizon, (2) the methods of educational research as dialectically integrating different paradigms/approaches into deeper meanings, (3) education within and expanding in languages, (4)educational theory and practice as ”inter-becoming” and dialectic.

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