The Inference from is to Ought of John Searle and Its Entailment of Education
瑟爾「從實然到應然的推論」及其教育意義
- Keyword：
- Is-ought problem、Searle、Speech act / 「實然-應然」問題、瑟爾、言語行動
Volume 38 - 1997-06-30
The Changes in School Organization and Practical Strategies Ming-Huei Chang
學校組織的變革及其因應策略張明輝
Teacher Issues in the R.O.C.'s Gifted Education and Their SolutionsWen-Ke Wang
我國資優教育師資的問題及改進芻議王文科
Educational Reseraches in Postmodern ConditionChou, Pei-I
後現代思潮衝擊下的教育研究周珮儀
The Inference from is to Ought of John Searle and Its Entailment of EducationYang， Chou-sung
瑟爾「從實然到應然的推論」及其教育意義 楊洲松
An Assessment of the Current Situation of Religious Education in Japan: A Case Study of Eight High SchoolsHuang, Chih-huei
日本宗教教育現況評析:八所高中的實例黃智慧
The Collation of the Text of the Lesson of Great GrandfatherYu-Wen Chou
敦煌寫本「太公家教」初探--校勘與分析周愚文
School of Education-Historical Analysis and International ComparisonShen-Keng Yang
- Summary
- Chinese Summary
- Reference
- Scholarly references
This study aims at analyzing the “is─ought” problem with John Searle’s theory of speech act and its entailment of education. Through the logical inference with “institutional fact” and “illocutionary act”， Searle argues that the great gap between “is” and ‘ought” can be solved. Searle’s theory has two entailments of education. Firstly， the educators can establish together the norms and behavior models which are rational and valid and prescriptive. Then， the pupils are willing to follow them. Secondly， through Searle’s theory we recognize that “fact proposition” and “value proposition” can not be distinguished absolutely， and they both are more rational than emotional， hence the moral education can be rational discourse， not only arbitrary control.
