《荀子》教學思想之研究

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題名:	《荀子》教學思想之研究
其他題名:	Research on the Teaching Thoughts of Xunzi
作者:	黃惠君 HUANG, HUI-CHUN
貢獻者:	文學系陳章錫 CHEN, CHANG-HSI
關鍵詞:	化性起偽;知類明統;兼陳懸衡;禮之三本 Change Nature and Shaping Morality (CNSM);Analogy of umderstanding principles;Moderateness based on positive and negative;Three origins of etiquette
日期:	2019
上傳時間:	2022-04-29 13:56:19 (UTC+8)
摘要:	荀子思想最重要的來源是周公和孔子，他也受到當時各大學派不同深淺程度的影響，他把前人的思想予以新的綜合，同時經由批判的過程，發展出自己的創見和獨有的系統，在先秦諸子學術思想中，荀子的學說體系龐大，包含了修身、教育、政治、禮治、經濟……。　　本研究旨在探討荀子教學思想的原理和認知主張，他認為人為的努力可以改善先天情性的惡，也就是化性起偽，而化性起偽的方法在於師法禮義與積慮習能、節情導欲與以心治性、慎擇環境與良師益友。在教學態度上，他主張觀機逗教的問答教學，並依照個別差異來調整教學內容或引導方式，而予以個別指導。此外，荀子認為專一守恆、積學不懈才能達成教學目的，而教學的目的則是成為聖人。對於學習的教材內容則以「五經」最為重要，亦即以詩書諸經為基礎，以禮為大成，而禮之三本所展現的貴始與人道精神，正是禮的作用。　　在認知主張方面，荀子進一步指出在學習過程中，往往看不到問題的所在而造成曲蔽，而解蔽的方法是兼陳懸衡與兼權。荀子認為「心」有知慮擇辨及自主的特質與功能，「心」的解蔽之道是用虛壹而靜來養之以清、採禮義之道來導之以理，不論是要化性起偽，或是要成就道德，都需要有禮義道統的標準才能完成。荀子認為心的作用不只能夠知慮思辨與調節欲求，它更進一步的可以知類明統，荀子所說的統類即是禮義之統。掌握統類，則古往今來的歷史興衰，都可以明白其脈絡，亦即孔子所說的「損益三世，雖百世可知也」，而涵養大清明之心則可知類明統，知類明統在心的運作之下，使禮義法制得以落實在日常而順其變。　　本論文最後歸納荀子在教學思想上的創見：經驗主義思想的開拓、重視禮義之道的理想人生、積極有為的入世教育思想。荀子認為發揮積極有為的教育精神才能增進人倫的和諧，他這種高度積極的人道觀，正是荀子思想的偉大貢獻。　　Xunzi had origins of thoughts from Zhou Gong and Confucius. Meanwhile, he was influenced by different schools at that time. Xunzi combined the ideas and developed uniqueness through a critical process. Of the academic thoughts of the pre-Qin philosophers, Xunzi's theory system was huge for consistence of self-cultivation, education, politics, ritual, and economy.　　The purpose of this research is to discover the principles and cognitive advocation of Xunzi's teaching thoughts. He believed that man could expel the evil of congenital emotions which meant “Change Nature and Shaping Morality(CNSM). The methods were to teach etiquette, to emphasize on methods accumulating conscience, to guide the desire, to control the passions, to treat the surrounding with care, and to choose good teachers and friends. Referring to teaching attitude, Xunzi advocated the question-and-answer teaching. He adjusted teaching content or guiding methods according to individual differences, and gave individual guidance. In addition, Xunzi believed only by a single mind, hard work and academic study could achieve the purpose of teaching, which led to be a saint. The ＂Five classics＂ were the most important teaching materials which based on the scriptures and the classics. The three origins of etiquette were on the purpose to show the true human spirit.　　In terms of cognitive propositions, Xunzi further pointed out that questions were frequently not found in the process of learning. The solution was to consider both positive and negative views and then adopt a moderateness. Xunzi believed that ＂heart＂ could think and choose the right way itself. The ways to solve the confusion of ＂heart＂ were to clarify the principles and the righteousness, to take the righteous reason, and to guide whether CNSM or to achieve morality. Also, an ethical standard was essential to complete. Xunzi believed that the role of the heart could not only think or adjust the desire, but also understand principles. All were about etiquette and righteousness guiding to clarify and understand the sequence of history. That was what Confucius'saying ＂The profit and loss of three generations could still be realized after a hundred generations.＂ Under the operation, the legal system of rites and justice could be implemented day-to-day.　　This thesis sums up Xunzi's forward-looking teaching thoughts, development of empiricism, the ideal life that valued the path of ethics, and active and promising people-oriented educational thoughts. Xunzi believed that active and proactive educational spirit could enhance harmony of human relations. The positive humanitarian of Xunzi's thoughts was the great contribution.
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