兒童的生死故事：從海德格與高達美的詮釋觀點之哲學探索

南華大學機構典藏系統 > 人文學院 > 生死學系(生死學系碩士班,哲學與生命教育碩士班) > 博碩士論文-生死學系碩士班 > Item 987654321/21864

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题名:	兒童的生死故事：從海德格與高達美的詮釋觀點之哲學探索
其它题名:	Life-and-Death's Story of Children: A Philosophical Inquiry From The Hermeneutic Perspcetives of Heidegger and Gadamer
作者:	詹淑菁 Chan, Sue-ching
貢獻者:	生死學研究所釋慧開 Huei-kai Shin
关键词:	兒童;存有;生死故事;詮釋學;海德格;高達美
日期:	2004
上传时间:	2015-07-06 14:56:48 (UTC+8)
摘要:	本研究所討論的是關於兒童的生死故事，在海德格與高達美之詮釋觀點下，論述兒童的詮釋如何可能。　　　研究路徑採文獻及哲理分析的方式。從兒童故事文本作基礎性的反省，在生死議題仍有許多禁忌的情況下，探究兒童閱讀生死故事的可能性。兒童故事以一個媒介的方式與兒童談生論死，是一種預先準備的態度，它提供部份在兒童生活中尚未有過的經驗，給兒童不同的思考路徑看待生活，這些故事不僅傳達生死概念，也幫助正面臨周遭死亡問題的兒童讀者釋放緊張與悲傷的情緒。藉著故事探索問題，兒童故事形成最有力的溝通媒介。　　　再則筆者嘗試以海德格《存在與時間》一書中所論及生死存有問題的部份做為探究進路，分析兒童故事中的生死存有問題。目的是要找出兒童故事中的存在樣態，藉由故事中的趣味，角色的扮演，情節的起伏，帶領兒童走向存有的世界。並以這樣的發展背景，做為後續研究兒童故事的詮釋基礎。　　　理解現象首先牽涉到的是一個三方面的關係，即處於作者、讀者以及文本之間的關係。但在現實環境中，由於兒童並非是個完全自主的閱讀者，許多的成人的參與其中，兒童閱讀故事的樂趣與自身詮釋故事的能力時常是被剝奪的。高達美提出以存有為基礎的詮釋學，不再是以一種程序的方式進行，在詮釋活動中，需要的是文本與讀者之間相互的運動與對話，並以開放性的態度做為開端，使得兒童能夠擁有最大的自主權，不受到成人或伴讀者的牽制，並以兒童天生具有的遊戲的本能，完全融入閱讀故事的活動中。　　　本研究所討論的是兒童故事中所呈現的生死存有問題，及說明了兒童與兒童故事詮釋活動中的詮釋條件，在此種存有的詮釋觀點下，兒童藉由故事所展現的自我也逐漸突顯，不只認識自我，甚至超越自我。然而存有詮釋觀點的閱讀環境需要吾人一起努力，本研究從學校、家庭、社會及生死教育的相關機構等層面提出建言。　　What it discussed in the study is regarding the life-and-death story of children which describes the possibilities from children’ interpretation under the Hermeneutic Perspectives from Heidegger and Gadamer. 　　The paths of research adopt cultural heritage and philosophy analysis to follow. To make the self-reflection of foundation from the stories text for children, that the life-and-death subjects still have many taboos to investigate the possibilities of children’ reading life-and-death stories. The stories for children play roles as medium under the attitudes of preparation in advance to talk with children about the life-and-death and supply them that they have never experienced before to give them the various thinking paths to treat their life. These stories not only express the life-and-death concepts but also help the child readers facing the same death problems to release the emotion of tenseness and sorrow. With the story to let problems explored, children’story become the most strong communication medium. 　　Furthermore, writer tries to adopt the open questions regarding the life-and death-from the book of “Being and Time” written by Heidegger as the paths to look into the Being issues existed in the child’s stories. The purpose wants to find out the existential status in the stories for children , with the its interesting, the roles playing with and the details rises and falls, leading the child to touch the Being world. Moreover, with using this development background afterward, it can be as explanation basis for the follow-up research in the stories for children. 　　To understand is first to be involved in a three-way relation of the aspects including author, the reader and the text. In the realistic environment, because the child is a non-independent reader and being a lot of adults participated among them; the fun from reading by child and the ability for story of self interpretation is often deprived. 　　The Hermeneutics basis arised by Gadamer is no longer to be moving on by a process. In the Hermeneutic activities, what it needed is the mutual exercise and dialogue between the text and the reader. With the openness attitude as a beginning, it makes the child to be able to have the biggest one of decision-making power to be free from the adult or accompanies’ limits. Also let the child to melt into the story reading activities with his instinct of the game. 　　What this study discussed is the stories for children in present of the life-and-death and explained the interpretation conditions between child and the stories for children in interpretation activities. Under the existed interpretation standpoints, the child break through himself by stories development, not only emerges the ego but also bring himself to the upper grade. However, to contain the explanation standpoint of reading environment which needs us to work hard together. This study is started from school, family, society and the life-and death-education units to put forward relative suggestions.
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