| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 94 === This dissertation, by means of theoretical and historical research method, aims to clearly explain the theoretical backgrounds of Richard Rorty from philosophy, politics, and education. This research then investigate the meaning and connotation of “ liberal ironist” advocated by Rorty. After analyzing and criticizing the historical contexts and current questions of civic education in Taiwan, the dissertation proposes some courses of action about civic education, according to the analysis and review of Rorty’s liberal ironist.
Finally, according to the insights and implications drawn from examining and interpreting the relevant theory of Richard Rorty, this research concludes with some main points as follows:
1. Liberal ironist puts more emphasis on civic responsibility than individual self-creation.
2. To seek for consensus through dialogues and to create solidarity by means of empathetic moral imagination.
3. The trend of massification of higher education in Taiwan is helpful for the implementation of the idea of liberal ironist.
4. The characteristics of civic education in Taiwan include: its way of implement is the integrated mode, its content focuses on the knowledge of social science and democratic equipment, it reveals the spirit of multi-culture, and our nation interfere with it in different ways.
5. The problems of civic education in Taiwan include: it prefers the learning of public role, the conflicts between communitarianism and liberalism, and some problems of general education.
6. The implications for civic education in Taiwan include: it plans on the premise that the divide between the public and the private, to tolerate multi-values and create solidarity in postmodern liberalism, and to investigate the meaning and problems of general education.
The suggestions for further research are as follows:
1. To study Rorty’s anti-representationalism, anti-foundationalism, and anti-essentialism form different main themes of education.
2. To re-investigate and reflect on the main points of liberal ironist.
3. To do action research by means of Rorty’s theory for its further correction.
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