| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 89 === Zygmunt Bauman’s Perspective on Ethics and Its Implications for Moral Education
Abstract
This study aims at interpreting Zygmunt Bauman’s perspective on ethics and its implications for contemporary theory and practice of moral education. Analytically, the goals of this study are as follows:
1.To investigate Bauman’s life history and academic background to understand his perspective on ethics.
2.To discuss Bauman’s analysis of contemporary social conditions.
3.To analyze Bauman’s ethical diagnosis on contemporary moral crisis.
4.To examine Bauman’s perspective on ethics.
5.To interpret the implications of Bauman’s perspective on ethics for the moral education in Taiwan.
After careful interpretation of Bauman’s works and scrutiny of contemporary situation of moral education, the following conclusions are secured:
1.Bauman’s ethical view, which analyzes both the outward social conditions and inward moral impulse, is based upon his personal background and experiences.
2.Analyzing contemporary social contexts, Bauman finds human beings facing the same moral crisis, the loss of moral responsibility, in both modern and postmodern conditions.
3.Bauman proposes that we should not falsely trust on universal ethical codes and basic values without consulting our natural moral impulse that may lead us back to the primal ethical relations.
4.Bauman states that morality starts from the simple moral party of two, especially from the relation between the subject ‘I’ and ‘the Other’. The alterity of the Other brings about full devotion of ‘I’ toward the ‘Other’ without asking for anything in return. The meaning of ‘My’ existence is fulfilled in taking up responsibilities for ‘I’ and ‘the Other’.
5.The implications of Bauman’s perspective on ethics for contemporary moral education run as follows: (1) instinct power and irrational parts of morality should be clearly underscored in the theoretical constructions of moral education; (2) more attention should be put on private realm and simple interpersonal relations in moral education pedagogies; (3) respect the Other and moral responsibility should be emphasized in developing individuals.
Based on the above findings, the following recommendations are proposed for the betterment of theoretical and practical aspects in moral education:
1.In moral education, students should be treated and viewed as subjects.
2.Students’ self-identity and moral responsibility should be specifically emphasized in moral education.
3.More studies focusing on emotional and irrational aspects of moral education should be encouraged.
4.Increase of direct experience or face-to-face contact in curriculum design of moral education should be highly recommended.
5.In the contemporary multicultural context, moral responsibilities should be given to both teacher and students in practicing moral education facing contemporary multiculturalism.
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