論Arendt的Natality
摘要
本論文嘗試論述Arendt的教育主張，以及反思這個主張對台灣的教育改革可能會有的意見。
Hannah Arendt在美國1960年代提出教育危機的思考與批判，釐清教育的迷思。教育的本質是新生，必須由成人刻意維護一個不受政治、外界干擾的完整學習環境，方為教育。從支持Arendt教育主張的立場出發，Natasha Levinson提出新生的弔詭，指出「新生」的問題和挑戰。而無論是美國或台灣的教育改革，都需要在過程中不斷的反省與反思，而非一味地揚棄舊傳統，實驗新思潮，因為教育無法急就章，也不能隨意犧牲任何一個充滿希望的莘莘學子。
關鍵字：教育、新生、Hannah Arendt、新生的弔詭、進步教育、教育改革
Abstract
This paper discusses Arendt’s thinking about education. Basic on the discussion we may provide an introspection of Taiwan’s educational reform.
Hannah Arendt underlined a crisis in education which was resulted from the experimental of progressive theories in education of United States. The essence of education is natality. Schools and educational institutions should be protected by the adults, free from any political and social interference. And authority is an important part of education for the adults, because authority means that adults should take more responsibility in education than children. Natasha Levinson raises the paradox of natality, saying that “natality” itself could be a serious problem and big challenge. As a matter of fact, Taiwan’s educational reform in the 90s was also based on a progressive thinking of education. Arendt’s natality theory of education may provide us a good chance to re-examine the educational reform in Taiwan.
Keyword: education、natality、Hannah Arendt、the paradox of natality、progressive education、reform in education