| Summary: | 本研究從對理性主體教育學之質疑出發，透過與Emmanuel Levinas他者哲學之對話，嘗試從責任、對話與正義三個與教育相關之議題切入，闡述Levinas他者哲學對存有論、知識論與政治學之批判，藉此，豐富教育學在主體觀、知識論與政治學三個面向上之倫理性意涵。因此，本研究關於Levinas他者哲學與教育學之連結，所採取的不是將Levinas他者哲學應用在教育學實踐之取徑，而是在理論層面上，透過Levinas他者哲學對西方傳統哲學之反思，重新返回教育學原初的倫理處境，挖掘更豐富的教育學意涵。最後，本研究之主要結論為：一、教育主體必先是為他人負責的責任主體，才可以是自由的主體；二、與他者的關係必先是一種言說關係，知識才可以有其客觀性，互為主體的認識關係方可以運作；三、在為他負責的主體性及不對稱關係作為教育正義之前提下，教育的多元性才可以不只是多樣性，才可以是平等的，而正義方可以是比較的。 === Based on “ethics as first philosophy”, Levinas criticized the western philosophy in ontology, epistemology, and politics. Along with Levinas’ thought, this research discusses the educational implications of responsibility, dialogue, and justice. As for the connection between Levinas’ thought and pedagogy, this research is not intended to apply the former to the latter. The author believes that Levinas’ ethical thought (about ontology, epistemology, and politics) can enrich the meanings of pedagogy theoretically. Finally, this research findings conclude: (1) the responsibility for the other is prior to the freedom of the subject; (2) the saying with the other is prior to the comprehension of the inter-subjectivity; (3) the dissymmetrical relation is prior to the equality.
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