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研究生:洪如玉
研究生(外文):HUNG RUYU
論文名稱:從生態現象學論生態教育學的哲學基礎
論文名稱(外文):Eco-phenomenology: A study of the philosophical foundation of eco-pedagogy
指導教授:楊深坑楊深坑引用關係洪仁進洪仁進引用關係
指導教授(外文):Yang, Shen-KengHung, Ren-Jin
學位類別:博士
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:279
中文關鍵詞:生態現象學生態教育學
外文關鍵詞:eco-phenomenologyeco-pedagogy
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從生態現象學論生態教育學的哲學基礎
洪如玉
摘要
本論文之研究目的在於建構新典範的教育學之哲學基礎--生態教育學,以生態中心思維為立場,有別於既定教育學所植基的人類中心思維典範。本論文採取生態現象學為研究取向,以解決生態危機的思想根源,並建構大地存有學,作為發展生態教育學的哲學基礎。
本論文以奈斯、胡塞爾、梅洛龐蒂三者思想為生態現象學的發展軸線,分別解決生態問題的三個思想面向,並探討其教育蘊義,以發展生態教育學之藍圖,作為既定教育體制發展的參照。
Eco-phenomenology:
A Study of The Philosophical Foundation of Eco-pedagogy
Abstract
The purpose of this study is to construct the philosophical foundation of pedagogy of a new paradigm─eco-pedagogy. Compared with the established pedagogy whose institutions are grounded on the anthropocentrism, eco-pedagogy is constructed on the basis of ecocentrism. This study proposes the eco-phenomenological approach to solving the problems of the cultural origins of the ecological crisis. Consequently, the eco-phenomenology offers the possibility of the ontology of the earth and provides us with the philosophical foundation of the eco-pedagogy.
The axis of the eco-phenomenology in this dissertation is developed through the notions of Arne Naess, Edmund Husserl and Maurice Merleau-Ponty. The unique insights of them are capable of dealing with the different dimensions of the ecological problems. We also could discover the rich and inspiring ideas about education in their thoughts. There is much help for giving an outline of the eco-pedagogy and proposing some suggestions to the dominantly educational institutions in the investigation of the eco-phenomenology.
從生態現象學論生態教育學的哲學基礎
目次
第一章:導論
第一節:問題緣起.與背景
第二節:研究目的
第三節:研究方法
第四節:文獻探討
第二章:生態問題的表面;現代技術
第一節:技術的基本意義;各家觀點
第二節:技術與生態危機
第三節:小結
第三章:生態問題的根源;現代科學理性觀
第一節:科學的根本意義
第二節:現代科學預設的理性觀;現代與後現代之間
第三節:理性與生態危機
第四節:小結
第四章:生態現象學之啟蒙及其教育蘊義
第一節:生態智慧T方法論
第二節:生態智慧T基本概念
第三節:奈斯思想之弱點
第四節:生態智慧的教育蘊義第五節:小結
第五章:生態現象學之界域探討及其教育蘊義
第一節:生活世界概念的現象學構成
第二節:生活世界與自然生態世界之關連
第三節:胡塞爾生活世界學說中的矛盾
第四節:生態生活世界的教育蘊義第五節:小結
第六章:生態現象學之存有探討及其教育蘊義
第一節:病理學還原
第二節:知覺身體的意義
第三節:身體與世界之聯繫
第四節:從身體主體到生態主體
第五節:生態主體的教育蘊義
第六節:小結
第七章:從生態現象學發展生態教育學之藍圖
第一節:生態教育學的理想
第二節:生態教育學的教學觀
第三節:生態教育學的場域觀
第四節:小結
第八章:結論、建議與展望
第一節:結論
第二節:建議
第三節:展望
參考文獻
圖表目次
表一:費因柏格技術理論四種觀點
表二:淺層生態學與深層生態學比較表
表三:硬式技術與軟式技術結構比較表
圖一:科學與現代技術之關係
圖二:哲學、科學與現代技術之關係
圖三:不同層次思維背後預設之理性
圖四:奈斯深層生態學理論結構圖
圖五:胡塞爾的生活世界觀
圖六:胡塞爾生活世界概念圖
圖七:修正後之生活世界觀
圖八:修正後生活世界概念圖
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參考影片
<娜迪亞的村莊>紀錄片,本橋成一導演,2001年9月27日台灣首映。指導單位:行政院非核家園宣導委員會,主辦單位:主婦聯盟環境保護基金會,協辦單位:台灣促進和平基金會、蕃薯藤,播出頻道:公共電視。
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