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研究生: 吳英同
Wu, Yin-Tung
論文名稱: Dewey宗教哲學及其教育蘊義之研究
A Study of Dewey's Philosophy of Religion and its Educational Implication
指導教授: 方永泉
Fang, Yung-Chuan
口試委員: 單文經
Shan, Wen-Jing
蘇永明
Shu, Yung-Ming
張鍠焜
Chang, Huang-Kun
何佳瑞
Katia Lenehan
方永泉
Fang, Yung-Chuan
口試日期: 2023/06/24
學位類別: 博士
Doctor
系所名稱: 教育學系
Department of Education
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 283
中文關鍵詞: Dewey宗教哲學宗教教育
英文關鍵詞: Dewey's Philosophy of Religion, Religious Education
研究方法: 教育詮釋學研究法
DOI URL: http://doi.org/10.6345/NTNU202300690
論文種類: 學術論文
相關次數: 點閱:112下載:17
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  • 本研究旨在探討Dewey宗教哲學及其教育蘊義,研究方法係採「教育詮釋學」研究法,並以傳統哲學的體系作為討論架構,經由形上學面向(一般形上學、特殊形上學)、認識論面向和價值論面向來釐清Dewey宗教哲學與傳統宗教哲學之差異,以及Dewey宗教哲學之特色與重要性,並加以批判。最後提出Dewey宗教哲學在教育上的實踐。

    研究發現,隨著Dewey的哲學從Hegel唯心主義轉向經驗自然主義,其早晚期宗教哲學亦有極大的變化。晚年成熟的宗教哲學將宗教區分為制度性宗教(Religion)以及宗教性經驗/態度(the Religious),並主張追求宗教性經驗/態度,揚棄制度性宗教。真正的宗教經驗是不需依附於宗教制度或事務上的,在日常生活經驗中都可以感受經驗的宗教本質。Dewey拒絕了超自然思想與制度性宗教,賦予「上帝」嶄新的意義:各種理想的結合、理想與現實趨於一致的關係。本研究批判其拒絕超自然思想與制度性宗教的立場,指出二者仍有其正面貢獻。

    有關Dewey宗教哲學在教育上的蘊義,本研究提出對一般教育的啟示與融合Dewey宗教哲學精神的宗教教育建議。一般教育的啟示包括:教師要致力於激發學生學習興趣、建構理想便是體驗「上帝」的同在;幫助學生擁抱生命的不確定性,用科學方法平靜心靈、面對人生的問題;師生在學習中共同體驗民主、科學、藝術及生態教育中的宗教經驗;強化課程整合帶給學生更多整體性的宗教經驗。本研究認為,欲提升人民宗教智能,必須實施宗教教育課程,並提出融合Dewey宗教哲學精神的宗教教育建議,以「非認信式的」、「整合式」以及「關於宗教、來自宗教」的教育模式,做為我國未來實施宗教教育的方向。

    The objective of this study is to explore the Deweyan philosophy of religion and its educational implications. The research methodology employed is the hermeneutic approach within the field of education. Traditional philosophy serves as the framework for discussion, and through the perspectives of metaphysics (general metaphysics, special metaphysics), epistemology, and axiology, the distinctions between Dewey's philosophy of religion and traditional philosophy of religion are elucidated. Additionally, the distinctive features and significance of Dewey's philosophy of religion are critically examined. Finally, the practical application of Dewey's philosophy of religion in the field of education is proposed.

    Research findings indicate that as Dewey's philosophy shifted from Hegelian idealism to experiential naturalism, his philosophy of religion also underwent significant changes in its early and later stages. In his mature philosophy of religion, Dewey distinguished between Religion (institutional religion) and the Religious (religious experience/ attitude), advocating for the pursuit of religious while discarding religion. According to Dewey, true religious experience does not rely on institutionalized religion or its practices but can be felt in everyday life experiences, embodying the essence of religiousness. Dewey rejected supernatural beliefs and institutionalized religion, giving a new meaning to "God" as a unification of ideal values and uniting of the ideal and actual. This study critically examines Dewey's rejection of supernatural beliefs and institutionalized religion.

    Regarding the educational implications of Dewey's philosophy of religion, this study presents insights for general education and proposes religious education recommendations that incorporate the spirit of Dewey's philosophy of religion. The insights for general education include the following: teachers should strive to stimulate students' interest in learning, and the construction of ideals to help students experience "God"(uniting of the ideal and actual); helping students use scientific methods to calm their minds and face life's challenges; and fostering shared experiences of religiousness in democracy, science, art, and ecological education between teachers and students. This study argues that in order to enhance people's religious intelligence, it is necessary to implement religious education curricula and presents recommendations for religious education that integrate the spirit of Dewey's philosophy of religion. These recommendations include adopting a "non-confessional," "integrative," and "about religion, from religion" educational model, which can serve as a direction for the future implementation of religious education.

    第一章 緒論1 第一節 研究背景與研究動機1 第二節 研究方法與研究架構14 第三節 研究範圍與研究限制20 第四節 文獻探討與名詞解釋25 第二章 信仰生平與哲學發展39 第一節 美國宗教思想背景39 第二節 信仰與學術發展歷程43 第三節 Emerson及實用主義者之宗教觀55 第四節 早期宗教哲學立場及改變原因73 第三章 宗教哲學內涵93 第一節 形上學面向的討論94 第二節 認識論面向的討論120 第三節 價值論面向的討論134 第四節 演進、價值與批判164 第四章 宗教哲學對教育的啟示197 第一節 形上學面向的啟示197 第二節 認識論面向的啟示205 第三節 價值論面向的啟示209 第四節 對宗教教育的啟示225 第五章 結論與建議247 第一節 結論247 第二節 建議252 參考文獻259

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