证成批判思维——兼回应批判思维只适用自由社会吗

简成熙

doi:10.16382/j.cnki.1000-5560.2021.01.007

证成批判思维——兼回应批判思维只适用自由社会吗

doi: 10.16382/j.cnki.1000-5560.2021.01.007

简成熙

台湾屏东大学教育行政研究所，台湾屏东 90003

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出版历程
- 网络出版日期: 2021-01-27
- 刊出日期: 2021-01-20

Justification of Critical Thinking: A Response to Whether Critical Thinking Only Applies to Free Society?

Chen Cheng-Hsi

Graduate Institute of Educational Administration, Pingtung University, Taiwan 9003, China

摘要

摘要: 批判思维可算是20世纪英美世界主流的教育目的，同时反映了西方知识论的理性传统，以及道德论上的尊重人的康德启蒙传统。大多数学者都从实用的角度，认为批判思维是因应现代社会快速变迁所需具备的基本能力。杜威、彼得斯都曾严谨地从哲学立场检视教育目的之探索意义。美国马克佩克从知识的条件证成教育蕴含批判思维，西格尔则从尊重人的原则、自足性作为成人生活预备、引领理性的传统、批判思维与民主生活等四个维度来证成批判思维作为教育理想。西格尔的论证是建立在理性、自由主义的氛围之上，这也引起了部分政治哲学家的反思，即民主社会是否可接受少数族群进行非批判思维的教育之提问。史特图与史贝克归纳了批判思维涉及民主社会的三个主题：政治体制与合法性、自由政体架构与善的概念、善的概念与其内在价值，一一加以检视，二氏认为支持性论证可以说明一、二主题，福祉论证较支持性论证更可涵盖，但仍未能完全证成将批判思维视为第三主题的内在价值。主流社会在推展批判思维之余，若少数族群没有违反重大社会共通价值且没有限制其子女参与主流社会，宜适度尊重其教育价值观。综合来说，批判思维对于非认同自由主义社群仍是可欲而非强制的教育价值。哲学论证，可以丰富教育概念的讨论，有助于体现批判思维的精神及理解其可能的限制，也具有教育实践的意义。
- 批判思维 /
- 自主性 /
- 教育目的 /
- 哲学证成
Abstract: Critical thinking can be regarded as the mainstream educational aim of the 20th century in Britain and America, and it reflects the rational tradition of western epistemology and the Kant enlightenment tradition of respecting persons in moral theory. From a pragmatic point of view, most scholars believe that critical thinking is a basic ability necessary to cope with the rapid changes of modern society. J. Dewey and R. S. Peters examined the exploratory significance of the concept of educational aim itself from a philosophical standpoint. McPeck argues that education implies critical thinking from the analysis of conditions of knowledge. Siegel argues critical thinking as an educational ideal from four dimensions: respect for students as persons, self-sufficiency and preparation for adulthood, initiation into the rational traditions, critical thinking and democratic life. Siegel's argument is based on the rational and liberal atmosphere, which has also caused some political philosophers to reflect on whether a democratic society can accept the non-critical thinking education of minorities. Steutel and Spieck summarize critical thinking involving three themes: political policy and legislation, conceptions of the good and the liberal-political framework, concepts of the good and their intrinsic value. They investigate three arguments which intend to justify critical thinking as an aim of education. In their arguments, the support argument explains the first and second themes, and the welfare argument covers more than the support argument to the second theme. However, these two arguments and the necessity argument still cannot fully prove the third theme concerning critical thinking as intrinsic value of good. In addition to promoting critical thinking in liberal society, the author attempts to argue that if minority groups do not violate significant common social values and do not restrict their children's participation in mainstream society, critical thinking is still a desirable educational value. However, mainstream culture should respect minority groups which do not identify the critical thinking as educational value. Regardless of whether we have justified it sufficiently or not, philosophical justification remains to be conducive to the manifestation of educational concepts, helps to embody the spirit of critical thinking, recognizes its possible limitations, and also has positive significance in educational practice.
- critical thinking /
- autonomy /
- educational aim /
- philosophical justification

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