81.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
楊志南
Huei-Nan Yang
批判心靈的昇華--釋迦的教育理想
On Sublimation of Critical Spirit -The Ideal of Education of Ślikyamuni
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The main religious doctrines of Śākyamuni are the Four Noble Truths and the theory of Arising-from-Conditional-Causation derived from the sublimation of critical spirit of Śākyamuni. He criticizes the theism, the life sacrifice, and the social institution of four classes of Brāhmanism; and the extreme views on hedonism of Cārvāka and ascetic of Jaina. Those criticisrns are derived from the theory of Arising-from-Conditional-Causation.The Four Noble Truths is established on the foundation of anti-metaphysics. Śākyamuni is "A Silent Saint". He never replies any metaphysical questions, including Ten Indeterminable Questions. The Four Noble Truths is very pragmatistic. It is based on a criticism of metaphysics.
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82.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
傅佩有安
Pei-Jung Fu
孔子的教育理想
Confucius' Ideal of Education
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As an educator, Confucius takes his own life as witness to the following belief, that is, with good intention of learning everyone can become perfect. Here, "perfect" is used to describe a state of personality which contains three characteristics: ability, morality and self-contained mentality. Ability makes one available to a significant job or useful to a society. Morality designates a sincere, responsible character which ought to be forever renewed. Self-contained mentality can be attained only through the work ofritual and music, and further manifests itself in a peaceful and joyful state of mind. To elaborate the above ideal is the objective of this essay.
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83.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
曾溪擔
Hann-Tong Tseng
〈大學> 一個傳統教育理想的省思
"Ta-hsüeh" (Great Learning)-A Reflection on a Traditional Ideal of Education
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We can assume, from the word "hsüeh" (learning), that Ta-hsüeh, one of the most important Confucian classics, describes something about education. After reviewing some traditional interpretations, the author tries to present a new explanation of its content. He takes the "min-dow" (bright virtue), first of the Three Guiding Principles of Ta-hsüeh, as human reason which comprises intellect, wiII and a affection. The "hsi-min" (renew the people) or "ch'in-min" (befriend the people), the second Guiding Principle, is to assist both oneself and others to manifest their own reason Different from other commentators, the writer takes the third Guiding Principle- "tsu-san" (highest good) not only as a moral situation, but also an axiological ideal of human being. And what the action of education is doing is just developing this reason.Through this new understanding, we think that Ta-hsüeh appears at least five revelations in education.1. Marking a righteous ideal of education.2. Paying attention to the subjectivity of education.3. Asking for communication-adopting the adequate educational method.4. Emphasizing the importance of the psychological aspect of a learner.5. Proclaiming the view of wholeman education.
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84.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
張永佫
Jun-Chun Chang
朱窯的教育哲學思想及其人生價值觀
Chu Hsi's View of Education and Its Contemporary Significance
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The goal of this research project is to investigate the theoretical foundation of philosophy of education of Chu Hsi , including its metaphysics, its theory of human nature and its view of human life, etc. And from his educational ideals and theory of self-fulfilment to find out Chu's view of traditional Chinese ideas of general education. Furthermore, to investigate his educational practice, especially his methods and process; and from his long years of public service to assess his practical achievements, and from these achievements to figure out its great influence to the later dynasties in order to obtain some precious theory of education and historical experience and, thence, to evaluate itsmodern significances.My method of investigation is, first,to induce the first-hand source of data and, then, to clarify its philosophical ideas with the help of history of thoughts and history of idealogy and, lastly, to compare it with modern ideas of education, particularIy with a view of the educational situation of Taiwan in order to get some locally cogent contemporary significances.The process of investigation and expecting results of this research project can be summarized as the following four items:I. Chu's philosophical foundation of educational ideas, including its ontology, theory of human nature, view of human value and its philosophical view ofhistory and culture-this is the investigation in the aspect of its philosophical foundation.II. Chu's over-all view of moral education, personality education, knowledge education, education as personal investment, especially his over-all view of the traditional general education-this is the investigation in the aspect of the theoretical content of his educational thoughts.III. From his massive writings on education to find out his way of educational practice in order to understand his system of education, including his view of educational bureaucracy, his teaching materials, textbooks, methods, etc.-this is the investigation of his educational practice.IV. By comparing Chu's educational theory and practice with contemporary ones, especially in the context of the concrete educational stituation about the practice of general education here in Taiwan we try to find out the contemporary significance of Chu's educational view.From the above expected results this research project may provide some valuable suggestions to our educators as well as to some future investigators.
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85.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
釋恆清
禪宗與杜威一一教育思想和方法之比較
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86.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
球文囝
Van-Doan Tran
批判理論與教育
Quo Vadis Educatio Confuciana? Critical Theory and Education
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"Quo vadis educatio confuciana" attempts to criticize the traditional methods of education adopted by both empiricists and idealists for their errors of ·either rnistaking the objective to be the object of education or degrading the educated to the rang of thing that can be observed, manipulated and transformed. This work tries then to understand education as a that of helping the educateds to recognize their prolems and to search for adequate solutions. It contends that human problems emerge permanently,depending on and varying with human relations. Hence, to understand and to solve the problems of education, one has first to detect the genetical process of relation-emergence, the tension born in interest-division between the subject and the object, the subject and other subjects. One has then to search for adequate solutionto deal with such a tension. A successful education is defined by its force of helping the educateds to dicover problems and solutions. This paper consists of three main parts: the first and the second review of some prevalent modes of understanding of education, while the final part deals precisely with the problematics (or crisis) of education from the point of view of critical theory and constructive realism.
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87.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
張柯圳
Ko-Chuan Chang
黑格爾紐倫堡時代的教育思想
Hegel's Thought of Education in Niirnberg Period (1808-1816)
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Hegel's Thought of Education in Nürnberg Period, essentially on the basis of the theory of the immanence of "Weltgeist" in Phanomenologie des Geistes, developedan idea of the education of well-rounded, integrated person. He contends that the low level professional education may not achieve such ideal of education andthat we should develop the general middle school educat:lon as universal as possible. Hegel approved the science and culture of the ancient Greece and Rome. He believed that their substantial contents have an extremely high spiritual value and may cultivate the inner basis of the mind of every person. From the viewpoint of "konkretes Denken", developed from the concept of "Dialektik", the political ideal of education is the Roman Stoic synthesis of nationalism and cosmopolitism; the best pedagogic method is a combination of passive reception and active reflection: the effect of educatlon has both cultural. spiritual value and profit in social status or personal economic life; both directmethod and indirect method of moral education have their advantages; both laissez-faire and rigorism in moral discipline have their merits. The immanence of "Weltgeist" implies the infinite potentiality of the mental development of human nature and denies the necessity to leave school because of failing grade. The curriculum of philosophy in middle school is indispensable to the education of the individual person in its entirety, and it is also the best way to develop philosophy.
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88.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
關永中
Carlo Wing-Chung Kwan
郎尼根方法論所透顯的教育理想
The Ideal of Education as Revealed by Bernard Lonergan's Methodology
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The human cognitional structure as reflected by Lonergan has four levels, namely, E:xperience, Understanding, Judgment and Decision, Accordingly, Lonergan's methodology contains four precepts, namely, 'Be Attentive', 'Be Intelligent', 'Be Reasonable', and 'Be Responsible'. From these four precepts, we may construct a Philosophy of Education which consists of four main aspects, i. e., Education with regard to Sensibility, to Understanding, to Rationality, and to Practice of Virtues. The former three aspects culminate in an (Intellection Conversion', whereas, the fourth aspect leads us to a (Moral Conversion' as 'well as a (Religious Conversion'. With these three levels of conversion in mind, we may anticipate the ultimate aim of education -i. e., the total conversion and completion of the whole person of every individual in the community.
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89.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
陳榮華
Wing-Wah Chan
海德格哲學的詮釋學
The Hermeneutics in Heidegger's Philosophy
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The aim of Heidegger's philosophy is to reveal the meaning of Being, and it is achieved by hermeneutics.This essay tries to show that there are altogether three hermeneutics in Heidegger's phdlosophy. Accordingly, it is divided into three sections. Section one deals with the first hermeneutics that appears in Being and Time. The author shows that this hermeneutics can reveal the Being of Dasein only. Section two demonstrates the second hermeneutics that is found in An Introduction to Metaphyiscs and The Origin of the Work of Art. Although this hermeneutics can reveal Being, the meaning of Being is still hidden. Section three shows that a third hermeneutics can be found in A Dialogue on Language. Only until this hermeneutics can Heidegger accomplish his philosophical aim, because it reveals the meaning of Being as Appropriation.In the conclusion, the author indicates the relationship of these three hermeneutics as a process of radicalization.
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90.
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NTU Philosophical Review:
Year >
1993 >
Issue: 16
陳俊輝
Jiunn-Huei Chern
存在與語言一一對祁克果語言哲學的幾點考察
Existence and Language - Inquiries about Kierkegaard's Philosophy of Language
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Generally speaking, S. Kierkegaard is regarded as the Father of the Existentialism in the modern time. We all know that he is famous for concentrating religiously on the individual existence. But owing to this fact his talent of the linguistic insight is seldom talked about. In order to correct the ordinary prejudice, the article tries to inquiry from thle viewpoint of existence into Kierkegaard's philosophy of language. The art icle is divided into three main parts: Part I mentions about Kierkegaard's reflection and analysisof the problem of Existence, and about the emergence of the liguistic theme. Part II discusses the main reference and the inner significance of Kierkegaard's philosophy of language. Part III comments the influence of Kierkegaard's philosophy of language on the modern time and what it reveals to us.
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91.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
林正弘
林正弘
科學哲學課程內容及教材之檢討
科學哲學課程內容及教材之檢討
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92.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
郎昆如
郎昆如
愛智在宇宙問題與人生問題之張力與調適
愛智在宇宙問題與人生問題之張力與調適
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93.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
傅佩榮
傅佩榮
宗教現象的哲學反省
宗教現象的哲學反省
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94.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
關永中
關永中
神秘經驗知識論及其三大型悠
神秘經驗知識論及其三大型悠
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95.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
陳文秀
陳文秀
理則學與進識教育
理則學與進識教育
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96.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
.林照田
.林照田
略論理則學的基本重要性 一從它的涵蓋性、系統性以及應用性來看
略論理則學的基本重要性 一從它的涵蓋性、系統性以及應用性來看
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97.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
Tran Van Doan
Tran Van Doan
The Dialectic of Tradition and Modernity
The Dialectic of Tradition and Modernity
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98.
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NTU Philosophical Review:
Year >
1994 >
Issue: 17
陳榮華
陳榮華
從這德、知識的性格 論孟子哲學的心性和智
從這德、知識的性格 論孟子哲學的心性和智
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99.
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NTU Philosophical Review:
Year >
1995 >
Issue: 18
郎崑如
Kun-Yu Woo
民國時期的社會哲學研究
A Study on the Social Philosophy in the Period of the Republic of China
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This study is divided into three main parts, and additionally includes an introduction, conclusion, footnotes and reference books.The first part deals with the historical development of the social philosophy in the period of the Republic of China. It begins from the revolutional ideology created by Dr. Sun Yat-sen in 1895, through the revolution in 1911, and ended in 1949, when the republic government escaped from mainland China to Taiwan on the one hand, it propounded by scholars on the other.The second part examines the essential contents of the social principles, prohlems and praxis during this century. Finally in the third part the author attempts a critique onthe values and the limitations of this study of the social philosophy in this period.
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100.
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NTU Philosophical Review:
Year >
1995 >
Issue: 18
蔡信安
Denis Hsin-An Tasi
論洛克哲學中的失口識、觀念與確定性
On Knowledge, Idea, and Certainty in John Locke
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In his Essay, John Locke contends, “since the mind, in all its thoughts and reasonings, hath no other immediate object but its own ideas, ... our knowledge is only conversant about them." But it is inconsistent with his realisrn, since the object of human knowlege is the external world itself rather than the idea in the mind. Thus, how can he be sure that he has knowledge of the world?In this paper, the author deals with Locke's concept of knowledge by an investigation of the problem in ideas which is related to criteria of truth.The paper is divded into two parts. The first part deals with Locke's metaphysics. The author contends that Locke develops his theory of knowledge in order to justify his religious faith and metaphysics. Locke is a realist. He establishes his theory of knowledge by way of way of idea. But he does not trust the ability of senses. Mind cannot know the real essence of the material substance. Thus, how can he claim that he knows things, since his theory of truth is of correspondence rather than of cohence?The second part of the paper clarifies Locke's problem of certainty in terms of origin, nature and division of idea. The author contends that Locke holds a causal theory of perception, since he uses the correspondence theory of truth. But It does not help Locke to get rid of the challenge of scepticism in natural science. In mathematics and morals, Locke believes that the human knowledge can be certain.
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