臺灣博碩士論文加值系統

論郭耳堡,哈伯馬斯以及傅柯倫理立場的辯證--轉向後現代的多元論述與
道德教育 本論文企圖藉由「理論批判」與「實務檢證」等兩個層面,
體現「後現代」多元道德教育的圖像。就「理論批判」而言,筆者首先分
析郭耳堡如何在「普遍性正義律」之下,建立起道德發展的普遍序階;其
次,筆者則進一步討論哈伯馬斯又如何在反形上的溝通行動中,通過論辯倫
理學賦予序階論更高曾次--普遍語用倫理?另外,一反郭耳堡或哈伯馬斯的
現代性基調,傅柯則在「權力關係」的論述裡,陳顯其美學化的倫理立場--
自我技術的審美存有。 就「實務檢證」而言,本研究採取對立辯證的
詮解方式,在比較上述三種倫理立場的程序中,筆者一方面確立了「後現代
多元論」的道德分析;另一方面,當論述轉向「後現代」的陣營時,實務檢
證與反省的結果,它又將明確地呈現出德育的後現代典範--德育目標由絕
對到相對轉化,多元文化課程的建構,對現行道德教學(道德討論教學,價值
澄清法,德目教學)批判,以及新式評量典範(變通性評量)等等。

Compare and Contrast on Lawrence Kohlberg''s ,Jurgen Habermas''s
,and Michel Foucault''s Ethical Positions
--Pluralism of Postmodernity and Moral Education The thesis
intends to development the shape of "Postmodern"Multi-Moral
Education through two levels of argument :"theorical criticism"
and "practical verification."Theorically,the author analyzes
Lawrence Kohlberg''s elaboration of "General Law of justice
"and his establishmentof "Universal Moral Stages."Next ,the
author discourses how Jurgen Habermasdevelops his "Universal
Pragmatics Ethics"through anti-metaphysical commu-nicative
action to give the Moral-Stages Theory a higher level by
discourse ethics. Bisides, unlike Kohlberg''s and Habermas''s
modernity foundation, michel Foucault composes his aestheic
ehtics position--the Aesthetic Existence of Self Technology -in
his discourse of "power relaion." Practically, the author on
the one hand confirms the moral analysis on "Multi-Discourses of
Postmodernity"by using the method opposition contrastingon
comparing the three ethic positions. On the other hand, when
discourses turn to "postmodern" positioning , the reader will
find unexpectedly that contemporary moral education -the
transformation of absolute moral purposes to be relative ;the
construction of Multi-Culture Curricula; critism on Modern Moral
Instruction(Morality Discussion Instruction, Value Carifying
Instruction, Moral Aim Instruction),and the use of New
Assessment Paradigm(Alternative Assessment)in Moral Education,
etc.-and filled with postmodern significance.