An Inquiry into I. Kant’s Methodology of Moral Education
I. Kant道德教育之方法學探討
- Keyword：
- pedagogy, moral education, Kant / 教育學、道德教育、Kant
Volume 52 No.3 - 2006-09-30
The Relationship between Junior High School Principals’ Transformational Leadership, School Health and Teacher’s Organizational Commitment: Contradictory or Constructive? Joseph M. Chin Jin-Fu Wu
國中校長轉型領導、學校組織健康 與教師組織承諾關係之研究秦夢群 吳勁甫
The Controversy over H. Rugg’s TextbooksHorng-Ming Jong
H. Rugg教科書爭議事件鍾鴻銘
Interpreting the Past/Understanding the Present/ Predicting the Future: The Issue of the Paradigm Shift in Historical Research and its Implications for the Study of Educational History Ren-Jie Lin
解釋過去／瞭解現在／預測未來⎯⎯ 論歷史研究的典範轉移及對教育史 研究的啟示林仁傑
J.-F. Lyotard’s Deconstruction of I. Kant’s Philosophy of the Sublime and its Implications for Affective EducationKang Lee
J.-F. Lyotard對I. Kant壯美觀的解構 及其在情意教育上的省思 李 崗
An Inquiry into I. Kant’s Methodology of Moral EducationChi-Hua Chu
I. Kant道德教育之方法學探討朱啟華
Philosophy of Education in Traditional and Modern Cultures: Classical Humanism vs. J. DeweyYih-Hsien Yu
教育哲學的傳統與現代⎯⎯ 古典人文主義與J. Dewey俞懿嫻
- Summary
- Chinese Summary
- Reference
- Scholarly references
Kant proposes his views on moral education in many different places within the
totality of his writings on moral philosophy, but he does not develop a single, coherent
treatment of the topic. As a result, these views often seem scattered and unrelated. To
solve this problem, the author attempts to construct a systematic framework for understanding
and interpreting Kant’s methodology of moral education.
Kant在其道德哲學的不同著作中，提出自己的道德教育主張。然而，由這些
個別的德育主張中，卻無從發現其意義的整體脈絡與系統性。為解決這個問題，
本文試圖對Kant道德教育的主張加以詮釋，並建構其系統性，以使Kant分散在不
同著作中，看似零散、缺乏邏輯關係的德育主張，呈現其整體性與關聯性。
