Transcript 德行、情緒、與道德教育 Virtue, emotion, and moral education 國立臺灣師範大學 National Taiwan Normal University

德行、情緒、與道德教育
Virtue, emotion, and moral education
 國立臺灣師範大學
 National Taiwan Normal University
 林建福
 Chien-Fu Lin
本文旨在探討德行和情緒的內在關
係，並循此論述情陶冶與德行養成這兩
者在道德教育上的重要意義。
This essay is aimed both at exploring
the intrinsic relationships between virtues
and emotions and at expounding the
significance of the cultivation of emotions
and the formation of virtues in moral
education.

因此，本探究分三部分進行：首先，
討論德行的意義與性質，主要參照
Aristotle的見解；其次，彰顯情緒的認
知與評價內涵，並進一步說明情緒和德
行兩者可能的內在連結；最後，依照前
述的認識，以道德教育中的德行培育為
焦點，申論情緒教育的必要性與可行之
道。

Therefore, this essay is divided into three
parts: first of all, to discuss the meanings and
nature of virtues, in particular referring to
Aristotle’s virtue ethics; secondly, to reveal
the cognitional and evaluative aspects of the
meanings of emotions and to furtherly make
clear the possible inherent connections of
emotions to virtues; finally, being based on
the aforementioned recognition and focusing
on the development of virtues, to investigate
the necessity of and the feasible ways of
educating emotions.
德行／Virtue
 一種品格狀態（hexis, state of
character)，不同於官能（faculty）與情
慾（pathos）。
德行……是一種與抉擇有關並且是抉擇中庸的
品格狀態，也就是抉擇相對於我們的中庸，這是
由理性原理（orthos logos）所決定的，而且具
有實踐智慧者也是憑藉這種原理來決定擇取中庸
（NE, BK.2, 6）
 Virtue is a state of character concerned with
choice, lying in a mean, i.e. the mean relative
to us, this being determined by a rational
principle, and by that principle by which the
man of practical wisdom would determine it.
Vice—德行（Virtue）—Vice
 Defect —the intermediate
—excess
to feel: at the right times,
to act: with regerence to the right
objects, towards the right
people, with the right
motive, in the right way.
擁有真正德行者:
 為了這些德行本身的緣故而抉擇。
 …he must choose the acts, and choose
them for their own sakes.
 德行
道德德行（moral virtues）：
liberality, temperance, etc.
理智德行（intellectual
virtues）：
art, scientific knowledge, practical
wisdom, intuitive reason,
philosophical wisdom.
 實踐智慧：深思熟慮（deliberate）、
抉擇（choose）、依據抉擇而行動（act
in accordance with the choice）（至
少包括此等能力）
 擁有實踐智慧者能進行實踐推理
（practical reason），以實踐三段論法
（practical syllogism）加以說明：
 大前提（the major premise）：
light meats are digestible and wholesome
 小前提（the minor premise）：
which sorts of meat are light
 結論（conclusion）：he would or would
not produce health.
 大前提（the major premise）：
對美好生活的想法（the conception of a
good life, etc.）〔想要（want）、目標
（goal）、慾望（desire）〕。
 小前提（the minor premise）：
特定情境的性質（the features of the
specific situation）。
 結論（conclusion）：
依抉擇而行動的傾向（the disposition to
act in accordance with the choice）。
 ※大前提普遍項對小前提特定項情境知覺的影
響，後者提供訊息以釐清、修正、明確化前者。
 實踐智慧和道德德行相互需要。
 Practical wisdom needs and completes
moral virtues, and vice versa.
 有德者必須樂於從事德行行動（must
enjoy acting virtuously）。
 學習者的快樂還不是完全德行者的快樂。
Ⅱ—1 情緒為具有異質性的心靈現象
emotions as mental phenomena with heterogeneity
 一、具有或不具有意向性
（with or without intentionality）
intentionality:「reference to something
as its object」
e.g. fear-danger; anger-obstruction,
hindrance, etc.
二、具有或不具有認知性或評價性
（with or without cognition or evaluation）
 fear: the situation is dangerous for me.
 anger: there are some obstacles in my
situation.
三、同時具有對象與原因或只具有原因
（with both cause and object or only with cause）
 X happens before and emotion as its
cause.
 Y is perceived in emotional awareness
as its intentional object.
四、氣質性情緒（dispositional emotion）與
即發性情緒（occurrent emotion）
 occurrent emotion: what is felt
occurrently (here and now).
 dispositional emotion: this underlying
affectivity appears as a frame of mind
(with which we are disposed to see the
world in a certain way.)
情緒與德行（emotion and virtue）
 一、the general relation between
them
 1.德行不只關係到行動，而且包括了各種情緒
和苦樂。
 Virtues are concerned not only with
actions but also emotions and pleasures
and pains.
 2. 不同的德行和不同的情緒或苦樂關係
密切
 Different virtues stand well with reference to various
specific passions. (e.g. courage-fear and confidence;
good temper-anger, etc.)
 二—1 樂或苦顯示出個人的品格狀態
 The pleasure or pain that supervenes
upon acts can be regarded as a sign of
states of character.
二—2 表一（Rorty, 1980: 163-164）
emotion
displaying
mean state
action
displaying
mean state
choice
displaying
mean state
Excellence of
character
Yes
Yes
Yes
Self-control
No
Yes
Yes
Lack of selfcontrol
No
NO
Yes
Badness of
character
No
NO
NO
道德德行
情緒是否
顯示中庸
是
行動是否
顯示中庸
是
抉擇是否
顯示中庸
是
自制
否
是
是
缺乏自制
否
否
是
惡行
否
否
否
三—1 情緒性覺知提供小前提中的情境知
覺
 emotional awareness → the situation-
perception in the minor premise
 e.g. sense of indignation → someone
suffers unwarranted insult or injury
三—2（慾求的）情緒協助大前提成為實踐
者的慾望狀態
 Appetitive emotions → the oretic mental
state in the major premise
 e.g. anger → desire for revenge
四、缺乏自制的情緒問題
The
deficiencies
of
the
incontenent
action:
unable to focus one’s attention in
the minor premise;
unable to be aware of the bearings of
the minor premise upon the end (s)
in the major premise.
五、情緒與道德動機
（emotion ＆ moral motive）
 （慾求的）情緒提供動機的兩大主要成
分：信念與慾望。
 （Appetitive emotions → beliefs and
desires, the two components of
motive ）
六、情緒與德行的培育
（emotion ＆ the cultivation of virtues）
 六—1 在論證和教導之前，當養成「喜
愛高尚而憎恨卑劣」的習慣。
 Before argument and teaching, the habit
of 「loving what is noble and hating
what is base」should be established.
六—2 透過從事類似的行動以培養該道德
德行，包括置身於相關的情緒之中。
 e.g.
 In order to learn courage, the learner
should be situated in the situation of
danger.
 good temper → anger, etc.
六—3 建立友誼、愛之類的關係以產生情緒上的
接納與認同，創造並追求新的價值領域。
 the relation of love, friendship, etc. →
emotional acceptance and identification
→ create and pursue the new horizons
of values.
六—4 觀察學習者的所苦與所樂，以明瞭
其品格狀態
 observe learner’s pleasures and pains
→ understand their states of character
道德教育的建議
Some suggestions regarding moral education
 ㄧ 道德教育必須和情緒教育緊密結合
 Moral education should be carried out
together with emotional education.
 二 關心學習者早期情緒習慣的養成
 The formation of emotional habits in
early stage should be cared about.
 三 培養適當的人生理想與敏銳的情境知
覺
 The cultivation of both the proper
ideal of life and the acute
situation-perception.
 四 善用良善楷模所產生的認同作用
 Making good use of the identification
with good models.
 五 藉由文學藝術領會不同的生命情境
 To appreciate different situations of life
with the aid of literature and arts.
 六 建立教育關係或友誼以認識自我並砥
礪品格
To establish pedagogical relation or
friendship to encourage the
development of virtues.