道德判斷之根據：康德與孟子的道德思考及其教育意義

• Main Authors: 羅智韋, Chih-Wei, Luo
• Language: 中文
• Published: 國立政治大學
• Subjects: 康德; 孟子; 道德法則; 道德判斷; 道德教育; Immanuel Kant; Mencius; moral law; moral judgment; moral education
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0921520121%22.

本研究旨在探究康德與孟子對於「道德判斷之根據」的論述。首先討論康德在前批判時期的道德思考歷程，發現其思考兼具理性主義和經驗主義之色彩。但到了〈論感性世界與智思世界的形式及其原則〉一文發表，康德已經確立兩重世界觀，將倫理學領域歸屬在智思世界。在批判時期，康德明確地以「道德法則」為核心，而將其視為倫理學上最後的評斷規準，其中，康德談論了諸多人類不同的心智狀態，俱是其論道德判斷之根據的不同說法。復次，在孟子哲學方面，本研究將其定位在「一接續人心與他者、萬物、天地間之歷程」。第三，關於康德與孟子之對比下，本研究以兩種模式作為對比之進路：一是「文化類型」；另一是「生活世界」，結果指出，可以「基督宗教倫理觀影響」和「存有的相契與連續性」作為兩者道德思考的關鍵性因素。基於以上所述，本研究嘗試說明康德與孟子哲學之道德教育意義及其限制性。 === This thesis studies the ground of moral judgment of Immanuel Kant and Mencius. I'll divide it into three parts. In the first part, I attempt to explicate the process of moral thinking of Immanuel Kant in his pre-critical period. In this period, it is proved that both idealism and empiricism are included in his thinking. After the paper On the Form and Principles of the Sensible and the Intelligible World (Kant, 1770) was presented, Immanuel Kant firmly established the theory, dualism of world, in which the sphere of ethics is classified under an intelligible world. After that, in his critical period, the moral law is much emphasized and considered the last standard for ethic judgment. Besides, it is also indicated that there are many different states of human mind underpinning the distinct statements of what the ground of moral judgment is. In the second part, the moral thinking of Mencius is under discussion. Mencius argues that there is a process of human mind connecting others, all things on earth and heaven and earth. In the third part, I try to compare Immanuel Kant with Mencius by two approaches: “cultural type” and “life-world.” The conclusion is drawn that the impact of ethical viewpoints of the Christian religion and the connection and continuity of being are the crucial factors in their moral thinking. Therefore, on the basis of the mentioned above, the implication and limitation of moral education of Immanuel Kant and Mencius are explained.