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https://ah.lib.nccu.edu.tw/handle/140.119/54263| 題名: | 人的全面發展如何可能：佛洛姆教育理論研究 How is man`s full development possible : the research of Erich Fromm`s theory of education |
作者: | 吳豐成 | 貢獻者: | 李英明 吳豐成 |
關鍵詞: | 生產性格 異化 人的全面發展 productive character alienation man`s full development |
日期: | 2004 | 上傳時間: | 30-Oct-2012 | 摘要: | 佛洛姆雖然沒有提出系統的教育理論，但其理論以人的全面發展、充分誕生為目標，以建立人本主義的社會主義社會為理想，冀望人人覺悟異化的實相，努力克服非理性的熱情與性格，發展生產性格，以解決生存的矛盾，而能夠健全的生活，實具有教育理論的內涵。本文所嘗試為其建立的教育理論，奠基於其人性論、異化論與歷史唯物論，既重視人本身人性力量的發揮，也重視社會整體結構對人發展的影響，有別於先前對其教育理論探討者之忽視社會結構的分析。\n其人性論承繼馬克思的人性論，以自由而有意識的活動的社會存有為人的本質，同時又根據其心理分析實踐的反思，以內在於人生存處境的矛盾為人的本質。人要獲得自由，必須擴大對自己無意識的覺察，從無意識的壓抑中解放出來。在最深的無意識中，人可以覺察到普遍的人性，而體驗到與所有人類為一體。一般人無法意識到如此深的無意識，但如能意識到其性格結構、社會性格、社會無意識、社會的意識形態等，則能覺察到諸種壓抑其自由發展的內、外在障礙。資本主義社會的生產方式，促使人發展非生產性的市場性格、接受性格等異化的性格，又發展出產業與人工頭腦時代的宗教，來強化這些性格。人由這些非生產性格發展出貪婪、自戀、亂倫固著、威權性格、破壞性等非理性熱情，又屈從於匿名權威，成為自動機器人，遂不得自由發展。人由生產性的工作、工作社群、產業民主、健全消費、全民參與式民主、集體藝術、人本主義的宗教與教育，可以發展生產性格結構，發展生產性的愛與理性的力量，以克服與自我、他人、自然異化的生存矛盾，而達到與世界合一的真我，真正得到自由的發展。生產性格者能夠帶動產生更多的生產性格者，一個社會若有許多生產性格者，就能逐漸轉變社會盛行的價值與觀念，進而逐漸轉變社會性格與社會的生產方式。\n佛洛姆以生產性的愛為基礎的認識論，和格物致知的修養功夫相似，必須格除私欲，克服自戀等非理性熱情，以無我的愛與世界關聯，心清淨無染，才能看清世界。在這個基礎上，才能發展愛與理性的能力，及其他的人性潛能。故學為聖人，放下自我，從自我的牢籠中脫離出來，乃人得以自由發展的重要關鍵。以「存有」情態學習人類導師與人本宗教的教誨，知行合一的實踐博愛，能夠克服自戀，發展生產性格。能相當程度的發展生產性格，解決生存矛盾之後，才能健全的生活，發展各種人性潛能。生產性格的教育者與領導人「作之君、作之親、作之師」，將家庭、學校、公司等小團體，建立成以愛生性為導向的學習社會，可以促進所有成員生產性格的發展。這種學習社會可以漸次擴大，而將整個社會、國家建立成以愛生性為導向的團體。經由教育者的愛與人格典範、童蒙養正、教勞結合、內在自我實現動機的啟發、落實所教內容、對受教者的信心，可以幫助人發展生產性格，克服異化。教育學的理論與實踐，應更重視整體社會結構與歷史對人的影響，應更重視德育對人整體發展的影響，避免將自私、異化的人視為常態，而應以幫助人發展成生產性格者為目標去進行研究與實踐。 Although Erich Fromm didn’t develop a systematic theory of education, his theories have profound implications for human education. In this dissertation I aim to construct a theory of education by exploiting Fromm’s theory of human nature, theory of alienation, and theory of historical materialism. It emphasizes the power of human nature, and at the same time takes into account the effects of social structure, which have so far been neglected in existing literatures. \nAccording to Fromm, a man’s full development can be achieved only if he has a productive character. The cultivation of a productive character is therefore an essential issue for education theory. Capitalistic mode of production tends to induce in man unproductive marketing, receptive, and other alienated characters, which are further enforced by the ensuing industrial and cybernetic religions. By means of work community, sane consumption, participant democracy, collective art, humanistic religion and education, Fromm wished to build a socialist society which can help its people develop a productive character: For instance, an educator or leader can establish a learning community orientated toward biophilia in his family, school, or company, and help its members develop productive character through his love for them. If such community could pervade the entire society, the growth in people with productive character would gradually transform the overwhelming social values and ideas, and make impacts to the social character and the mode of production. \nFromm’s theory of knowledge based on productive love is akin to Wang young-ming’s philosophy of gewuzhizhi. It is only when man could get rid of irrational passions and associate with the world with selfless love, while possessing a pure, uninfected mind, that he could see the world clearly. He is then able to develop productive love and reason, and other human potentialities. Therefore, learning to become a saint, transcending the delusive reality of the solitary self, are keys to man’s free development. Learning the teachings of great teachers of humankind and humanistic religion with “being orientation”, practicing love without distinction, will help man do away with narcissism and cultivate a productive character.\nIt is important to recognize that the theory and practice of education should pay more attention to the impacts of social structure and history upon man, and put more emphasis on the effects of moral education and character development. In particular, in both theory and practice, education should never take selfish and/or alienated individuals as usual, but should rather aim to cultivate in them a productive character. |
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George, Personality Theories : Erich Fromm(1900-1980), \n http://www.ship.edu/~cgboeree/fromm.html,1997.\n\nBrookfield, Stephen, Overcoming Alienation as the Practice of Adult Education: the \n Contribution of Erich Fromm to a Critical Theory of Adult Learning and Education, \nAdult Education Quarterly, Vol. 52, No. 2, February 2002, pp.96-111. \n\nBruening, William H., Curriculum Development : A Philosophical Model (Abstract), \n http://csa.e-lib.nctu.edu.tw/htbin/ids631/procskel.cgi,1975.\n\nBuechler, Sandra, Why We Need Fromm Today : Fromm’s Work Ethic, http://www.ship.edu/~cgboeree/fromm.html, 2006.\n\nCleary, John and Hogan, Padraig, The Reciprocal Character of Self-Education : \n Introductory Comments on Hans-Georg Gadamer’s Address ‘Education is Self- \n Education’, Journal of Philosophy of Education, Vol. 35, No. 4, 2001, pp.519-527.\n\nFromm, Erich, Selfishness and Self-Love, ErichFromm.org, \n http://www.erichfromm.de/lib-1/1939b-e..html, 1939.\n\nFromm, Erich,The Human Implications of Instinctivistic “Radicalism”, Dissent, Vol. \n 2, Summer, 1955, pp.342-349.\n\nFromm, Erich, A Counter-Rebuttal, Dissent, Vol. 3, Winter, 1956, pp.81-83.\n\nFromm, Erich, Forward to A. S. Neill : Summerhill-A Radical Approach to Child \n Rearing, http://www.erichfromm.de/lib_l/1960e.html , 1960.\n\nFromm, Erich, Aspects of the Therapeutic Process, ErichFromm.org, \n http://www.erichfromm.de/lib-1/1992h.html, 1992.\n\nFromm, Erich,The Aim of the Psychoanalytic Process, ErichFromm.org, \n http://www.erichfromm.de/lib-1/1992g.html, 1992.\n\nFromm, Erich,Trotsky’s Diary in Exile－1935，Science and Society, Vol. 66, No. 2, \n Summer, 2002, pp.271-273.\n\nGadamer, Hans-Georg, Education is Self-Education, Journal of Philosophy of \n Education, Vol. 35, No. 4, 2001, pp.529-538.\n\nGrey, Alan, Escape from Narcissism : Four Posthumous Works by Fromm, \n Contemporary Psychoanalysis, Vol. 32, No. 3., 1996, pp.463-480.\n\nGrey, Alan, Society as Destiny: Fromm’s Concept of Social Character, original \n published in Contemporary Psychoanalysis V.28, No.2, 1992, pp.344-63, \n ErichFromm.org, http://www.erichfromm.de/lib-2/grey01.html \n\nIngleby, David, Introduction to Erich Fromm, The Sane Society, second, enlarged \n edition, London : Routledge, 1991.\n\nLethbridge, David, Fromm and Marx : On Human Nature, Journal of Humanistic \n Psychology, Vol. 27, No. 1, Winter, 1987, pp.93-108. \n\nLio, Enzo, Marxism in the Works of Erich Fromm and the Crisis of Socialism, \n translated by Susan Garton, ErichFromm.org, http://www.erichfromm.de/lib-\n 2/lio03.html. ,1998.\n\nLonky, Edward, Kaus, Cheryl R. and Roodin, Paul A., Life Experience and Mode of \n Coping : Relation to Moral Judgement in Adulthood, Developmental Psychology, \n Vol. 20, No. 6, 1984, pp.1159-1167.\n\nMaccoby, Michael, Social Character vs. the Productive Ideal : the Contribution and \n Contradiction in Fromm’s view of Man, Praxis International, Vol. 2, No. 1, April, \n 1982, pp.70-83. \n\nMaccoby, Michael, The Two Voices of Erich Fromm : Prophet and Analyst, Society, \n Vol. 32, Issue 5, Jul/Aug, 1995, pp.72-82. http://weblinks2.epnet.com. \n\nMaccoby, Michael, Emotional Attitudes and Political Choices, Politics and Society, 2, \n Winter, 1972, pp.209-239. \n\nMarcuse, Herbert, The Social Implications of Freudian “Revisionism”, Dissent, Vol. \n 2, Summer, 1955, pp.221-240.\n\nMarcuse, Herbert, A Reply to Erich Fromm, Dissent, Vol. 3, Winter, 1956, pp.79-81.\n\nMostaza, Esther Fernandez, Characterization of the Opus Dei Family Model, Social \n Compass, 48(1), 2001, pp.139-155.\n\nPatience, Allan, Erich Fromm—Socialist Humanist, Psychoanalysis and the Softer \n Origins of the New Left(Abstract), Meanjin Quarterly, 1973, 32, 3, Sept, 304-313. \n http://csa.e-lib.nctu.edu.tw/htbin/ids631/procskel.cgi\n\nPopova, M. A., The ‘Humanistic Religion’ of Erich Fromm and the Impasse of \n Bourgeois Humanism (abstract), Vestnik Moskovskogo Universiteta, Filosofiya, \n ,31,5, Sept-Oct, 1976, pp.82-93,\n http://csa.e-ib.nctu.edu.tw/htbin/ids631/procskel.cgi\n\nRickert, John, The Fromm-Marcuse Debate Revisited, Theory and Society ,15, 1986, \n pp.351-400.\n\nSaunders, Shaun and Munro, Don, The constuction and validation of a consumer \n orientation questionnaire (SCOI) designed to measure Fromm’s (1955) ‘marketing \n character’ in Australia, Social Behavior and Personality, Vol. 28, Iss.3, 2000, \n pp.219-240. http://proquest.umi.com \n\nSmith, Mark K., Erich Fromm : Freedom and Alienation, and Loving and Being, in \n Education, http://www.infed.org/thinkers/fromm.htm , 2002.\n\nStevenson, Nick, Questions of Hermeneutics : beyond empiricism and post-\n modernism, edited in Burton, Dawn, Research Training for Social Scientists, pp.21-\n 32, London : Sage, 2000.\n\nWilde, Lawrence, In Search of Solidarity : the Ethical Politics of Erich Fromm (1900-1980), Contemporary Politics, Vol. 1, Issue 1, Mar. 2000, http://weblinks2.epnet.com/\n\n二．中文部份：\n\n（一）書籍：\n\n人民教育出版社編，馬克思恩格斯列寧論教育，北京：人民教育出版社，1993。\n\n于凌波，向智識份子介紹佛教，台北：佛陀教育基金會，民85。\n\n大辭典編纂委員會，大辭典，臺北：三民，民74。\n\n王元明，佛洛姆人道主義精神分析學，臺北：遠流，民79。\n\n王忠林（註譯），新譯荀子讀本，四版，臺北：三民，民74。\n\n王鳳喈，中國教育史，臺北：正中，民78。\n\n王夢鷗（註譯），禮記今註今譯，修訂初版，臺北：臺灣商務印書館，民73。\n\n方東美，中國人生哲學，再版，臺北：黎明，民69。\n\n方東美，中國人的人生觀，馮滬祥譯，臺北：幼獅，民69。\n\n史次耘（註譯），孟子今註今譯，修訂初版，臺北：臺灣商務，民73。\n\n史習江，中國古代的教育，臺北：文津，民90\n\n文崇一、蕭新煌（編），中國人：觀念與行為，臺北：巨流，民77。\n\n文崇一，中國人的價值觀，臺北：東大，民78。\n甘陽（編），中國當代文化意識，臺北：風雲時代，民78。\n\n伍振鷟，中國教育思想史大綱，臺北：五南，民95。\n\n任時先，中國教育思想史，臺北：商務，民53。\n\n宋國誠，卡爾．馬克思〈一八四四年經濟學哲學手稿〉之研究，政大東亞所博士\n 論文，未出版，民77。\n\n李平瞱，人的發現－馬丁．路德與宗教改革，成都：四川人民出版社，1984。\n\n李英明，馬克思異化論之研究，政大東亞所博士論文，未出版，民74。\n\n李英明，晚期馬克思主義，臺北：揚智文化，民82年。\n\n余英時，從價值系統看中國文化的現代意義－中國文化與現代生活總論，第三版，\n 臺北：時報文化，民75。\n\n余培林，生命的大智慧：老子，第四版，台北：時報文化，民87。\n\n何國世（編著），墨西哥史－仙人掌王國，臺北：三民，民92。\n\n沈清松，傳統的再生，台北：業強，1992。\n \n杜維明，新加坡的挑戰：新儒家倫理與企業精神，北京：三聯，1989。\n\n杜維明，人性與自我修養，臺北：聯經，民81。\n\n杜維明，文化中國的認知與關懷，臺北縣板橋市：稻鄉出版社，民88。\n\n杜維明，儒教，陳靜譯，臺北：麥田，民91。\n\n杜祖貽、劉述先，哲學、文化與教育，香港：中文大學出版社，民77。\n\n車樹實，馬克思主義教育思想史初編，南寧：廣西教育出版社，1990。\n\n林尹（編），大學字典，第二版，臺北：中國文化大學出版部，民76年。\n\n林玉體，西洋教育史，六版，臺北：文景，民78。\n\n林玉體，西洋教育思想史，臺北：三民，民84。\n林郁（編著），猶太經典《塔木德》的智慧，臺北：新潮社，民96。\n\n周蓮清，弗洛姆的人文思想及其在教育上的意義，師大教育所碩士論文， \n 未出版，民65。\n\n周燮蕃（編），猶太教小辭典，上海：上海辭書出版社，2004。\n\n金耀基，從傳統到現代，臺北：時報文化，民69。\n\n韋政通，中國哲學辭典，臺北：大林出版社，民72。\n\n南懷瑾，老子他說（上），臺北：老古文化，民76。\n\n南懷瑾 徐芹庭，周易今註今譯，修訂版，臺北：臺灣商務印書館，民73。\n\n洪鎌德，傳統與反叛－青年馬克思思想的探索，第三版，臺北：臺灣商務，民 79。\n\n洪漢鼎、傅永軍編，中國詮釋學，第六輯，濟南：山東人民出版社，2009。\n\n洪鎌德，人的解放：21世紀馬克思學說新探，臺北：揚智文化，民89。\n\n高明士，中國教育制度史論，臺北：聯經，民88。\n\n高明士，唐代東亞教育圈的形成，臺北：國立編譯館中華叢書編審委員會，民 73。\n\n高樹藩（編），正中形音義綜合大字典，第二版，臺北縣新店市：正中，民92。\n\n唐君毅，中華人文與當今世界補編（上冊），唐君毅全集，第九卷，臺北：\n 臺灣學生，民77。\n\n唐君毅，中華人文與當今世界（下），三版，臺北：臺灣學生，民69。\n\n袁振國，中國當代教育思潮，上海：三聯，1991。\n\n國立教育資料館（編），二○○一年教育改革之檢討與改進會議實錄，臺北：教\n 育部，民91。\n\n張光甫，教育哲學：中西哲學的觀點，臺北：雙葉，民92。\n\n張 偉，弗洛姆思想研究，重慶：重慶出版社，1996。\n\n張春興，教育心理學：三化取向的理論與實踐，臺北：臺灣東華，民83。\n\n張春興和林清山，教育心理學，第十八版，台北：台灣東華，民77。\n\n張清溪、吳惠林，教育應以經濟發展為目的嗎？，臺北：行政院教育改\n 革審議委員會，民85。\n\n曹昇，禮記選讀，高雄：高雄淨宗學會，民93。\n\n郭永玉，孤立無援的現代人－弗洛姆的人本精神分析，臺北：貓頭鷹出版社，\n 民89。\n\n郭福昌、吳德剛（編），教育改革發展論，河北省石家庄：河北教育出版社，1996。\n\n陳秀容，佛洛姆（Erich Fromm）的政治思想，政大三民主義研究所博士論文， \n 未出版，民79。 \n\n陳秀容，佛洛姆的政治思想，臺北：三民，民81。 \n\n陳郁夫，周敦頤，臺北：東大圖書，民79。\n\n陳迺臣，宗教的教育價值，臺北：文景出版社，民77。\n\n陳桂生，人的全面發展理論與現時代，上海：上海教育出版社，1988\n\n陳鼓應，老子今註今譯及評介，第十二版，臺北：臺灣商務，民77。\n\n陳榮華，葛達瑪詮釋學與中國哲學的詮釋，臺北：明文，民87。\n\n陳滿銘，中庸思想研究，再版，臺北：文津，民78。\n\n曾文星（編），華人的心理與治療，臺北：桂冠，民85。\n\n傅佩榮，誰受過教育，臺北：時報文化，民74。\n\n傅隸樸，周易理解，臺北：臺灣商務印書館，民70\n\n勞思光，大學中庸譯註新編，香港：中文大學出版社，2000。\n\n黃俊郎，禮儀之邦的寶典－禮記，臺北：黎明文化，民82。\n\n楊中芳、高尚仁（編），中國人、中國心﹝人格與社會篇﹞，臺北：遠流，民80。\n\n楊東平等，學問中國，南昌：江西教育出版社，1998。\n\n楊東平（編），教育：我們有話要說，北京：中國社會科學出版社，1999。\n\n萬俊人，佛洛姆，香港：中華書局，民89。\n\n賈馥茗，人格教育學，臺北：五南，民88。\n\n詹棟樑，德育原理，台北：五南，民86。\n\n聖經，臺灣聖經網, http://www.taiwanbible.com；O-Bible網, http://www.o-bible.com\n\n新舊約全書，香港：聖經公會，1974年。\n\n趙一葦，當代教育哲學大綱，臺北：正中，民87。\n\n熊公哲（註譯），荀子今註今譯，修訂初版，臺北：臺灣商務印書館，民73。\n\n廖吉郎（校注），新編荀子，上、下冊，臺北：國立編譯館，民91。\n\n鄭石岩，弗洛姆精神分析理論之研究，政大教育所碩士論文，未出版，民61。\n\n鄭石岩，弗洛姆的精神分析理論，臺北：商務，民64。\n\n蔣伯潛，語譯廣解四書讀本－論語，臺北：啟明書局，出版年不詳。\n\n── 語譯廣解四書讀本－學庸，臺北：啟明書局，出版年不詳。\n\n── 語譯廣解四書讀本－孟子，臺北：啟明書局，出版年不詳。\n\n賴明德等，新註新譯四書讀本，七版，臺北：黎明，民81。\n\n錢穆，論語新解，再版，九龍：新亞研究所，民53。\n\n錢穆，莊老通辨，臺北：東大，民80。\n\n錢穆，論語新解，再版，輯於錢賓四先生全集，第三卷，臺北：聯經，民83。\n\n釋淨空（節錄），金剛經講義節要，臺北：佛陀教育基金會，民91。\n釋淨空，地藏經講記，臺北：佛陀教育基金會，民100。\n\n（二）古籍：\n\n明．王廷相，王氏家藏集，臺北：偉文圖書，民65。\n\n清．王念孫，廣雅疏證，臺北：廣文書局，民60。\n\n明．王陽明，傳習錄，輯於王文成公全書，見於陽明全書，第一冊，臺二版，臺北：中華書局，民59。\n\n魏．王弼（注），老子，台北：金楓出版社，民85。\n\n宋．王應麟，三字經，輯於王財貴（編），孝弟三百千，臺北縣中和市：讀經文教事業，民95。\n\n清．李毓秀，弟子規，輯於王財貴（編），孝弟三百千，臺北縣中和市：讀經文教事業，民95。\n\n漢．毛亨（傳) 鄭玄（箋)，毛詩，輯於四部叢刊初編，第二卷，上海：商務印書館，民15。\n\n本社影印室（輯），清初名儒年譜卷，第13冊，北京：北京圖書館出版社，2006。\n\n宋．朱熹，朱子語類，臺三版，臺北：正中，民62。\n\n宋．朱熹，朱文公文集，臺一版，臺北：臺灣商務，民69。\n\n宋．朱熹，朝鮮古寫徽州本朱子語類，日本京都：中文出版社，1982。\n\n宋．朱熹，朱子全書，上海：上海古籍出版社，2010。\n\n明．呂坤，呻吟語全集，臺北：正大印書館，民64。\n\n宋．李覯，直講李先生文集，輯於四部叢刊初編，第140卷，上海：商務印書館，民15。\n\n孟子，彰化市：了凡弘法學會，2000。\n\n清．段玉裁，說文解字注，第五版，臺北：黎明，民69。\n\n宋．范仲淹，范文正公集，輯於四部叢刊初編，第135卷，上海：商務印書館， \n 民15年。\n清．姚瑩，中復堂全集，《東溟文集》，臺北：文海出版社，民63。\n\n漢．班固，白虎通，輯於百子全書，第27冊，臺北：黎明文化。\n\n唐玄宗（註），孝經，輯於四部叢刊初編，第八卷，上海：商務印書館，民15。\n\n宋．陳彭年等（重修），廣韻，輯於四部叢刊初編，第十六卷，上海：商務印書館，民15。\n\n清．章學誠，文史通義，臺北：臺灣中華書局，民55。\n\n清．焦循，雕菰集，臺北：鼎文書局，民66。\n\n宋．程顥、程頤，二程集，上冊，北京：中華書局，2004。\n\n漢．鄭玄（註），禮記，臺北：新興書局，民66。\n\n漢．鄭玄（注）魏．何晏（集解），孝經．論語集解，臺北：新興書局，民65。\n\n漢．劉熙，釋名，輯於四部叢刊初編，第十三卷，上海：商務印書館，民15。\n\n周．墨翟，墨子，輯於四部叢刊初編，第71卷，上海：商務印書館，民15。\n\n清．戴震，孟子字義疏證，二版，北京：中華書局，1982。\n\n唐．顏師古（注）漢．班固（撰），漢書補注，臺北：新文豐，民64。\n\n唐．韓愈，韓昌黎全集，第一冊，臺北：臺灣中華書局，民55。\n\n（三）翻譯書籍：\n\nBullock, Allan，西方人文主義傳統，董樂山譯，臺北：究竟出版社，民89。\n\nHutchins,Robert M.，教育現勢與前瞻，姚柏春譯，香港：今日世界出版社，1970。\n\nHersh, Richard H., Miller, John P., Fielding,Glen D.，德育模式，劉秋木，呂正雄譯，臺北：五南，民82。\n\nJaspers, Karl，雅斯培論教育，杜意風譯，臺北：聯經，民72。\nKnight, George R., 教育哲學導論，簡成熙譯，二版，臺北：五南，民94。\n\nOwen, Robert，社會新論，周憲文譯，臺北：臺灣銀行，民58。\n\nO’Connell, Peter J., Encyclopedia of Sociology, 彭懷真等譯，臺北：五南，民80。\n\nR. L.海爾布隆納，馬克思主義－贊成與反對，易克信、杜章智譯，臺北：桂冠， \n 民79。\n\n友田泰正（編），教育社會學，宋明順譯，台北：水牛，民79。\n\n弗洛伊德，性學三論、愛情心理學，宋廣文譯，臺北：胡桃木文化，民95。\n\n弗洛伊德，超越快樂原則，楊韶剛，高申春等譯，臺北：胡桃木文化，民95。\n\n加爾文．約翰，基督教要義，上冊、中冊，徐慶譽譯，四版，香港：基督教文藝 \n 出版社，1978\n\n西格蒙德．佛洛伊德，精神分析引論，彭舜譯，臺北：貓頭鷹出版社，民90。 \n\n夸美紐斯，大教學論，傅任敢譯，臺北：五南，民79。\n\n米歇爾．博德，資本主義史1500-1980，吳艾美、楊慧玫、陳來勝譯，北京：東 \n 方出版社，1986。\n\n杜威，民主主義與教育，林寶山譯，再版，臺北：五南，民79。\n\n佛洛姆，人性的最終發展（汝將如神）－對舊約及其傳統的徹底闡釋，孟祥森譯，\n 臺北：有志圖書出版公司，民60。\n\n佛洛姆，基督教義的心理分析，孟祥森譯，第四版，臺北：晨鐘出版社，民62。\n\n佛洛姆，心理分析與宗教，林錦譯，臺北：慧炬出版社，民63。\n\n佛洛姆，人類的新希望－邁向人道的工業社會之路，臺北：志文，民67。 \n\n佛洛姆，弗洛伊德的使命，孟祥森譯，臺北：水牛出版社，民69。\n\n佛洛姆，在幻想鎖鏈的彼岸－我所理解的馬克斯和弗洛伊德，譯者不詳，出版者\n 不詳，民74。\n\n佛洛姆，說愛－一位精神分析學家的人生視角，王建朗、胡曉春譯，合肥： \n 安徽人民出版社，1986。\n\n佛洛姆，逃避自由，莫迺滇譯，再版，臺北：志文，民78。\n\n佛洛姆，理性的掙扎－健全社會之路，陳琍華譯，再版，臺北：志文，民78。\n\n佛洛姆，精神分析的危機－論弗洛伊德、馬克思和社會心理學，程實定（審）譯， \n 臺北：結構群，民79。\n\n佛洛姆，超越佛洛伊德，于人瑞譯，臺北：志文，民80。\n\n佛洛姆，人的心，孟祥森譯，臺北：有志圖書出版公司，民81。 \n\n佛洛姆，自我的追尋，孫石譯，再版，臺北：志文，民81。\n\n佛洛姆，生命的展現－人類生存情態的分析，孟祥森譯，臺北：遠流，民83。\n\n佛洛姆、鈴木大拙、馬亭諾，禪與心理分析，孟祥森譯，再版，臺北：志文， \n 民87。\n\n佛洛姆，夢的精神分析－被遺忘的語言，葉頌壽譯，再版，臺北：志文，民88。\n\n佛洛姆，愛的藝術，孟祥森譯，再版，臺北：志文，民89。\n\n伽達默爾，詮釋學Ｉ：真理與方法－哲學詮釋學的基本特徵，洪漢鼎譯， \n北京：商務印書館，2007。\n\n伽達默爾，詮釋學II：真理與方法－補充和索引，洪漢鼎譯，北京：商務印書館， \n 2007。\n\n彼得．桑德斯，資本主義－一項社會審視，張浩譯，長春：吉林人民出版社，2005。\n\n阿爾伯特．班德拉，社會學習論，周曉虹譯，臺北：桂冠，民84。\n\n洛克，教育漫話，傅任敢譯，臺北：五南，民79。\n\n柏拉圖，柏拉圖理想國，侯健譯，臺北：聯經，民65。\n\n柏拉圖等，教育的藝術－名師論教育，廖運範譯，臺北：志文，民65。\n\n柏拉圖，柏拉圖全集，第四卷，王曉朝譯，臺北縣新店市：左岸文化，民92。\n\n保羅．弗雷勒，希望教育學：重現《受壓迫者教育學》，國立編譯館主譯，方永泉、洪雯柔、楊洲松譯，臺北：巨流。\n\n馬丁路德，路德選集，上冊，徐慶譽、湯清譯，三版，香港：基督教文藝出版社，1986。\n\n馬丁路德，路德文集－信仰與社會，香港：協同福利及教育協會，1992。\n\n馬克思，關於費爾巴哈的提綱，輯於馬克思，恩格斯，馬克思恩格斯選集，第\n 一卷，中共中央馬恩列斯著作編譯局譯，北京：人民出版社，1972。\n\n馬克思和恩格斯，費爾巴哈－唯物主義觀點和唯心主義觀點的對立（《德意志意\n 識形態》第一卷第一章），輯於馬克思和恩格斯，馬克思恩格斯選集，第一 \n 卷，中共中央馬恩列斯著作編譯局譯，北京：人民出版社，1972。\n\n馬克思，哥達綱領批判，輯於馬克思，恩格斯，馬克思恩格斯選集，第三卷，中共中央馬恩列斯著作編譯局譯，北京：人民出版社，1972。\n\n馬克思，詹姆斯．穆勒《政治經濟學》一書摘要，輯於馬克思恩格斯全集，第\n 四十二卷，中共中央馬恩列斯著作編譯局譯，北京：人民出版社，1979。\n\n馬克思，資本論，第一卷、第三卷，中共中央馬恩列斯著作編譯局譯，北京：人 \n 民出版社，1975。\n\n馬克思和恩格斯，馬克思恩格斯選集，第一卷、第四卷，中共中央馬恩列斯著作 \n 編譯局譯，北京：人民出版社，1972。\n\n馬克斯．韋伯，新教倫理與資本主義精神，雷震譯，輯於曠世名典，第一卷，北京：中國社會出版社，1999。\n\n亞里士多德，政治學，顏一、秦典華（譯），輯於苗力田（編），亞里士多德全集，第九卷，北京：中國人民出版社，1994。\n\n高思謙（譯），亞里士多德之宜高邁倫理學，臺北：臺灣商務印書館，民68。\n\n強納生．雷，海德格，蔡偉鼎譯，臺北：麥田出版，民89，頁35、38。\n\n費爾巴哈，基督教的本質，張毅譯，輯於曠世名典，第11卷，北京：中國社會出版社，1999。\n福祿貝爾，人的教育，陶明潔譯，臺北：亞太，民81。\n\n赫伯特．馬爾庫塞，單面人，左曉斯、張宜生、蕭濱譯，臺北：谷風，民77。\n\n赫爾巴特，教育學講授綱要，李其龍譯，臺北：五南，民80。\n\n盧梭，愛彌兒，李平漚譯，臺北：五南，民78。\n\n諾瑞亞，塔木德格言，智伯森編，臺北縣新莊市：經史子集出版社，民94。\n\n羅倫．華德，十誡，甄婉青譯，臺北：時兆出版社，民96。\n\n（四）期刊論文：\n\n王連生，論教育的愛與愛的教育，嘉義師專學報，第五期，民63年5月，頁1-\n 11。\n\n王培榮，羅傑斯論「真誠」，國教天地，第9期，民63年10月，頁8-9。\n\n卡維波，愛與欲望－簡評弗洛姆兼談弗洛依德的性愛觀，當代，第52期，1990\n 年8月，頁61-69。\n\n印萬里，「逃避自由」與「實現自我」－佛若姆觀點中人之前程的叉路，書評書\n 目，第53期，民66年9月，頁122-129。\n\n伍至學，論老子對言說異化之批判，哲學雜誌，第九期，1994年七月，頁224-\n 244。\n\n宋大雍，佛洛姆的人本心理學（上），中國論壇，第十三卷，第七期，民71年\n 1月，頁61-64。\n\n宋大雍，佛洛姆的人本心理學（下），中國論壇，第十三卷，第八期，民71年\n 1月，頁62-64。\n\n吳立昌，馬克思與弗洛伊德之間－談弗洛姆的《愛的藝術》，哲學雜誌，第九期，\n 1994年7月，頁80-97。\n\n但昭偉，師資培育研究應走的方向及關心的課題－以1960年以來英國師資培育\n 理論的發展為例，教育資料集刊，第二十二輯，民86年6月，頁27-39。\n\n沈清松，當前文化建設的問題與對策，理論與政策，第四卷第二期，民79，頁\n 104-111。\n\n周淑卿，教師與學生在課程發展歷程中的處境－系統論與概念重建論的觀點，教\n育研究集刊，第48輯第1期，民91年3月，頁135－151。\n\n周蓮清，弗洛姆的人文思想及其在教育上的意義，國立臺灣師範大學教育研究\n 所集刊，第19輯，民66年6月，頁507-523。\n\n冒浩文，應試教育與素質教育，人民日報，，2002年9月26日，第二版。\n\n高敬文，馬斯洛談「自我實現」，國教天地，第9期，民63年10月，頁10-12。\n\n曹志成，佛洛姆的人道心理分析學－兼述心性論與位格論的人道傳統，鵝湖，\n 第109期，1984年七月，頁31-38。\n\n陳伯璋，人的異化與解放－佛洛姆的《馬克思關於人的概念》，中國論壇，第26\n 卷第9期，民77年8月10日，頁36-40。\n\n畢恆達，生活經驗研究的反省：詮釋學的觀點，本土心理學研究，第四期，1995\n 年八月，頁224-259。\n\n詹志禹，不要等待風景，先學繪畫藝術－佛洛姆「愛的藝術」，師友月刊，第212\n 期，民74年2月，頁55-56。\n\n詹棟樑，師資培育的理念與目標，教育資料集刊，第二十二輯，民86年6月，\n 頁41-57。\n\n裘學賢，弗洛姆的人生論及其在教育上的意義，臺南師院學報，第25期，民81\n 年7月，頁123-134。\n\n鄭石岩，弗洛姆「人性經驗」說－在教學上的意義，國教天地，第9期，民63\n 年10月，頁13-15。\n\n劉 康，《馬克思關於人的概念》論評，史學，第14期，民78年12月，頁91-96。\n\n歐陽謙，弗洛姆的規範人本主義及其生命倫理學－兼評現代西方人本主義哲學，\n 哲學與文化，廿三卷第一期，1996年1月，頁1233-1243。\n\n羅人杰，佛洛姆（Erich Fromm）其人及其心理學重要論點－人性論之提出，國\n 教輔導月刊，第13卷第1期，民62年9月，頁14-17。 | 描述: | 博士 國立政治大學 東亞研究所 86260502 93 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0086260502 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
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| 050201.pdf | 23.25 MB | Adobe PDF2 | View/Open |
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