本研究之目的，是從對話倫理學的理論及李普曼的兒童哲學實施方式，探討對話中所隱含之責任態度。本文透過將對話理論應用於實際的教學現場，探討學生與生俱來的語言能力。這經由學生相互對話及自我反思來顯示，經由不斷演練及建構自身的能力，在自然而然中把道德責任觀內化成實踐的責任行為規範。本文再從柏拉圖《對話錄》的〈美諾篇〉中所提出的“德性是否可教？”，的問題開始，而至探討蘇格拉底透過對話引導的方式為我們提供答案啟示，並進而連結近世代對話理論。最後，探討李普曼對兒童之研究探討哲學方面的洞見。在論文末，透過筆者設計的教學方式，應於實際的教學現場，以驗證藉對話開展的教育方法之實用性。 The aim of this study probes from the theory of dialogue-ethics and the implementation of Lipman’s Philosophy for Children into a responsible attitude hidden in the dialogue. This paper investigates students’ natural ability for acquiring language through the application of dialogue theory to the teaching settings. Students exercise and construct their abilities through dialogue and self-reflection, and the sense of moral responsibility is internalized naturally and hence responsible behaviors are practiced. Furthermore, my study begins with the question “Can virtue be taught?” in Plato’s Meno. For this question, Socrates presents his viewpoints through dialogue which is also in connection with modern dialogue theory. Finally, teaching approaches designed by me is applied to my teaching settings, in order to verify the practicality of these educational methods based on dialogue.
