人乃會質疑與提問之理性存有者，會好奇追問為什麼？一方面自以為能知，理所當然地相信自己所知，如希臘之辯士；一方面能覺察自己不知，從而尋求認知，如希臘的蘇格拉底尋求解答。對一般人而言，人承認自己不知，是一件艱難的事情，但對蘇格拉底來講，是知的開始，是求知與追求真理之動力。但不知不是什麼都不知，而是雖已知，但需要啟發的辯證，把它發掘出來。蘇格拉底說：「自知其不知。」。自知不知並非簡單的謙虛而是誠實面對自己不知的過程，也是真正的明白有問題尚未解決，而且不是那麼輕易的可以解決。所謂啟發的辯證就是詢問與回答，透過與他人之溝通，把過去已知，但已忘記之知識，重新找回來。本論文重視的就是這個啟發的辯證，而不是柏拉圖的真理，而是獲得真理的過程，這種教育的求知過程是台灣人頗為缺乏的。本文最後以柏拉圖的辯證法對台灣教育界做一些省思。 Humanity is rational on account of curiosity and questioning. People are confident and trust in their knowledge as Greek sophists on the one hand, but on the other hand, they also perceive deficiency of knowledge and then pursuit of truth as Socrates. Unlike the most of people who are unwilling to accept their incapability, Socrates believed questioning was a beginning to seek knowledge and the motivation to explore the truth. However, the deficiency of knowledge does not mean ignorance but a lack of heuristic dialectic based on knowledge. As the aphorism “I know I do not know” of Socrates, the awareness of knowledge deficiency is not only about modesty but also a process to honestly discover such problem. In other words, people really aware of unsolved problems, and it could be difficult to resolve. Here the heuristic dialectic stresses the processes of questioning and response via communication in order to retrieve the learned and ignored knowledge. The contribution of this thesis focuses on the inspiration of heuristic dialectic, which is not about Plato's philosophy but the process to attain the truth. Such study process of education nowadays is uncommon in Taiwan. In the end of thesis, the dialectic of Plato is also employed to discuss the problem of education system in Taiwan.
