| 摘要: | 本文恪就《禮記》中有關教育哲學的篇章，作總體考察，探討其中教育思想、教學制度及教學理論。本文以宏觀角度，考察《禮記》全書體用兼備的教育思想，將教育哲學區分為「為什麼要教？」、「誰來教？」「教什麼？」、「如何教？」四個層面的問題，依序論述。首先「為什麼要教？」方面，主張教育目的是為了培育君子的人格；將《禮記》教育哲學的本質定位為「以性貫情」，以〈大學〉、〈中庸〉、〈禮運〉、〈樂記〉作為立論依據。其中〈大學〉提出內聖外王的教育理想，〈中庸〉揭示提升人性，上達天命的教育本質。〈禮運〉借由生命禮儀文化教育，上承天道以治理人情。〈樂記〉透過音樂教育善化人心，移風易俗。其次在「誰來教？」「教什麼？」兩方面，從〈王制〉、〈文王世子〉、〈內則〉、〈曲禮〉等篇探討教育制度及教育內容，〈王制〉提出國家整體教育規畫，後三篇則具體說明建國君民及化民成俗的各項教育內容。其三在「如何教？」方面，以〈學記〉作為主要論述內容，探究其中教學原則及評量方法，包括施教者、學習者，及學習成效的衡量。
This paper explores the chapters of ”the Book of Rites” (”Li Ji”) relating to philosophy of education, instructional systems and theories. In this paper, the content of philosophy of education is sorted into four dimensions, including ”why to teach?”, ”what to teach?”, ”who teaches?” and ”how to teach?”First, referring to the question of ”why to teach”, ”the Book of Rites” demonstrates that the core objective of education is to cultivate students to have virtuous personality and its philosophy of education focus on regulating our sentiment (qin) according to our humanity (hsing), as are discussed in its chapters such as ”the Great Learning” (”Da Xue”), ”the Doctrine of Mean”(”Zhong Yong”), ”the Conveyance of Rites” (”Li Yun”) and ”the Record of Music” (”Yue Ji”). For instance, in ”the Great Learning”, ”to be inwardly a sage and outwardly a king” is regarded as an ideal of education. In ”the Doctrine of Mean”, the essence of education is to cultivate our human nature to fit the Mandate of Heaven (Tien Ming). ”The Conveyance of Rites” tell us how to regulate our sentiment according to the Way of Heaven (Tien Dao) through life rituals and cultural education, and ”the Record of Music” tell us how to purify our mind and transform our custom through musical education. Secondly, referring to the questions of ”who teaches” and ”how to teach”, some chapters in ”the Book of Rites” such as ”Royal Regulations” (”Wang Zhi”), ”King Wen as Son and Heir” (”Wen Wang Shi Zi”), ”the Pattern of the Family” (”Nei Ze”) and ”Summary of the Rules of Propriety” (”Qu Li”) explore the instructional system and contents, in which ”Royal Regulations” proposes a national education plan, and the other three chapters examine the instructional contents which aim at educating the people and transform the custom when a state is established. Lastly, referring to the question of ”how to teach”, the chapter ”On Education” explores the instructional principles and evaluation methods, including the evaluation of teachers, learners and learning effectiveness. |
