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題名 方法論的辯證與互補的可能性- 論Karl-Otto Apel之先驗語用學與教育硏究
作者 王俊斌
貢獻者 楊深坑
馮朝霖
王俊斌
關鍵詞 先驗語用學;
方法論的辯證;
多元主義;
互補性
transcendental pragmatics;
methodological dialectic ;
pluralism ;
complementary thesis;
日期 2003
上傳時間 11-Oct-2018 11:35:33 (UTC+8)
摘要 反省當前教育學研究的多元方法論發展方向，如何不讓方法論的多元主義淪為一種各說各話的相對論或虛無主義？為解決此一問題，本研究採取理論分析的方法，首先通過對Apel先驗語用學內涵的探究，進而分析其與批判者在知識論/方法論上的辯證與對話，最後則是在批判Apel的互補性論題立場下，轉而證成一種動態知識論的多元主義與方法論互補性的觀點。
就有關方法論辯證的論題而言，Apel係主張以先驗反思來達成方法論互補性，此一觀點的著重要意義即為：不論是教育學的自然科學化或者採取有別於自然科學之精神科學教育學的主張，表面上這兩種立場無論在理論、假設、研究技巧和工具方面都不一樣，其研究結果的合併運用最終將陷於背棄任何一個典範的局面。可是，研究者若執著於某種單一典範，顯然這將使得研究者將無法求得真相，更甚者可能會有歪曲、誤解的現象產生。據此，方法論的辯證互補即立基於方法論反思的層次，期待建構出多元互補之整全性視野的可能性。然而依據本研究的分析，就Apel 企圖以先驗語用學達成方法論的辯證性互補之論點而言，其即希望以意識型態批判做為匯通多元方法論之後設典範。可是總結先驗語用學與多元方法論辯證之論題（如現象學反思、詮釋學循環、普遍語用學、實證論與反基礎主義等），Apel預設之方法論的超越性顯然是無法達成的。
總結本研究所欲分析的範圍即包括以下幾個層面：首先，即為清楚地闡釋Apel的思想內涵；其次、將方法學論爭由說明與理解的對立，進一步透過不同方法對「事實描述」中，澄清「互補」可能與方法。第三、綜合方法學論爭的結果，具體提出教育學方法論的反省與建議。誠然，本研究最後採取之方法論的動態多元論，其即企圖在認知主體的主動建構下，通過「從客觀到主觀」以及「從主觀到客觀」等兩個向度，在研究問題的明確界定進而反思研究方法的適切性問，進而取得適切地把握教育學知識之客觀化的可能性。
Dialectic of Methodologies and Possibilities of Complementarity Thesis－Karl-Otto Apel’s Transcendental Pragmatic and Educational Research
Abstract
Concerning the plural-methodologies developing direction of educational research, how to prevent methodological pluralism sinking into a kind of relativism or nihilism, become an important issue. Searching a possible solution for this issue , this dissertation adopts theoretical analysis , firstly, to inquire the implication of Karl-Otto Apel’s transcendental pragmatics; secondly, to analyze the epistemological / methodological dialectic and dialogue between Apel and his critics ; lastly , to transform the critique of Apel’s complementary thesis into to justify the perspective of dynamic epistemological pluralism and methodological complementarity.
From the standpoint of methodological dialectic ,Apel advocates reaching methodological complementarity through transcendental reflection. The importance of this point of view just as follow : when we try to distinguish their differences between theories , hypothesizes , researching skills and instruments ; we can take result that ‘Naturwissenschaftliche’ or ‘Geisteswissenschaftliche’ Pädagogik are thoroughly two incommensurable paradigms. If researcher roughly combines these two approaches , he will confront to violate the regulation of any paradigm . In the opposite, if researcher is only self-restricted in a special paradigm maxim, that will cause misunderstanding or distortion in the inquiry process. That is to say, methodological-dialectical complementary , based on reflection level , endeavors to construct an’ Einheit’ from multiple perspectives. Apel attempts to obtain a dialectic result by his transcendental pragmatics, but according to the analyze of this dissertation , the task is not achieved.
With regards to the positioning , this research finally espouses methodological dynamic pluralism, that try to acquire the whole of ‘facticity’, and consider those two dimensions, ‘ from objectivity to subjectivity’ and’ from subjectivity to objectivity’, only after giving an clear definition for the research problem and reflection on the fitness of research method , we just can rightly hold the probability of objectification in educational knowledge.
Key Words :
transcendental pragmatics,
methodological dialectic,
pluralism,
complementary thesis
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描述 博士
國立政治大學
教育研究所
91
資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCV8232012
資料類型 thesis
dc.contributor.advisor 楊深坑
dc.contributor.advisor 馮朝霖
dc.contributor.author (Authors) 王俊斌
dc.creator (作者) 王俊斌
dc.date (日期) 2003
dc.date.accessioned 11-Oct-2018 11:35:33 (UTC+8)-
dc.date.available 11-Oct-2018 11:35:33 (UTC+8)-
dc.date.issued (上傳時間) 11-Oct-2018 11:35:33 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/120490-
dc.description (描述) 博士
dc.description (描述) 國立政治大學
dc.description (描述) 教育研究所
dc.description (描述) 91
dc.description.abstract (摘要) 反省當前教育學研究的多元方法論發展方向，如何不讓方法論的多元主義淪為一種各說各話的相對論或虛無主義？為解決此一問題，本研究採取理論分析的方法，首先通過對Apel先驗語用學內涵的探究，進而分析其與批判者在知識論/方法論上的辯證與對話，最後則是在批判Apel的互補性論題立場下，轉而證成一種動態知識論的多元主義與方法論互補性的觀點。
就有關方法論辯證的論題而言，Apel係主張以先驗反思來達成方法論互補性，此一觀點的著重要意義即為：不論是教育學的自然科學化或者採取有別於自然科學之精神科學教育學的主張，表面上這兩種立場無論在理論、假設、研究技巧和工具方面都不一樣，其研究結果的合併運用最終將陷於背棄任何一個典範的局面。可是，研究者若執著於某種單一典範，顯然這將使得研究者將無法求得真相，更甚者可能會有歪曲、誤解的現象產生。據此，方法論的辯證互補即立基於方法論反思的層次，期待建構出多元互補之整全性視野的可能性。然而依據本研究的分析，就Apel 企圖以先驗語用學達成方法論的辯證性互補之論點而言，其即希望以意識型態批判做為匯通多元方法論之後設典範。可是總結先驗語用學與多元方法論辯證之論題（如現象學反思、詮釋學循環、普遍語用學、實證論與反基礎主義等），Apel預設之方法論的超越性顯然是無法達成的。
總結本研究所欲分析的範圍即包括以下幾個層面：首先，即為清楚地闡釋Apel的思想內涵；其次、將方法學論爭由說明與理解的對立，進一步透過不同方法對「事實描述」中，澄清「互補」可能與方法。第三、綜合方法學論爭的結果，具體提出教育學方法論的反省與建議。誠然，本研究最後採取之方法論的動態多元論，其即企圖在認知主體的主動建構下，通過「從客觀到主觀」以及「從主觀到客觀」等兩個向度，在研究問題的明確界定進而反思研究方法的適切性問，進而取得適切地把握教育學知識之客觀化的可能性。
dc.description.abstract (摘要) Dialectic of Methodologies and Possibilities of Complementarity Thesis－Karl-Otto Apel’s Transcendental Pragmatic and Educational Research
Abstract
Concerning the plural-methodologies developing direction of educational research, how to prevent methodological pluralism sinking into a kind of relativism or nihilism, become an important issue. Searching a possible solution for this issue , this dissertation adopts theoretical analysis , firstly, to inquire the implication of Karl-Otto Apel’s transcendental pragmatics; secondly, to analyze the epistemological / methodological dialectic and dialogue between Apel and his critics ; lastly , to transform the critique of Apel’s complementary thesis into to justify the perspective of dynamic epistemological pluralism and methodological complementarity.
From the standpoint of methodological dialectic ,Apel advocates reaching methodological complementarity through transcendental reflection. The importance of this point of view just as follow : when we try to distinguish their differences between theories , hypothesizes , researching skills and instruments ; we can take result that ‘Naturwissenschaftliche’ or ‘Geisteswissenschaftliche’ Pädagogik are thoroughly two incommensurable paradigms. If researcher roughly combines these two approaches , he will confront to violate the regulation of any paradigm . In the opposite, if researcher is only self-restricted in a special paradigm maxim, that will cause misunderstanding or distortion in the inquiry process. That is to say, methodological-dialectical complementary , based on reflection level , endeavors to construct an’ Einheit’ from multiple perspectives. Apel attempts to obtain a dialectic result by his transcendental pragmatics, but according to the analyze of this dissertation , the task is not achieved.
With regards to the positioning , this research finally espouses methodological dynamic pluralism, that try to acquire the whole of ‘facticity’, and consider those two dimensions, ‘ from objectivity to subjectivity’ and’ from subjectivity to objectivity’, only after giving an clear definition for the research problem and reflection on the fitness of research method , we just can rightly hold the probability of objectification in educational knowledge.
Key Words :
transcendental pragmatics,
methodological dialectic,
pluralism,
complementary thesis
dc.description.tableofcontents 第Ⅰ部分：研究的開展與探究的旨趣1
第一章 緒論2
第一節、研究問題與背景2
第二節、研究方法與架構11
第三節、研究動機與目的18
第二章 Apel先驗語用學內涵的轉折與後續方法學論題的聞展20
第一節、Apel的生平及其思想轉折20
第二節、先驗語用學的理論內涵 24
（一）Heidegger 哲學的知識人類學詮釋25
（二）對Kant先驗邏輯的探究26
（三）對Peirce之實用主義與Wittgenstein語言遊戲等概念的分析28
第三節、涉及方法論討論的相關議題29
第四節、方法論反思的教育學意涵38
第Ⅱ部分：方法論的辯證與反思41
第三章：「現象學反思」的探究及其批判42
第一節、方法論立場的對立42
第二節、現象學方法的基本內涵44
第三節、現象學方法的操作48
第四節、Apel對於現象學方法的批判與修正50
第四章：論「詮釋循環」概念的發展－意義發生與規制概念的方法論爭議57
第一節、詮釋的現象學根源及其定位的爭議57
第二節、詮釋循環概念的初步奠基－Schleiermacher與Dilthey 60
第三節、論歷史脈絡下的意義發生－從Heidegger到Gadamer67
第四節、對於詮釋循環的批判－規制性概念與較好理解的可能性74
第五節、質疑與回應：詮釋與批判的互為融攝77
第五章：語言哲學的轉向－先驗語用學方法論的奠基及其批判85
第一節、對於Kant詮釋的轉向－理性事實的重建86
第二節、對Wittgenstein 語言觀點的闡釋－溝通的有效性與語言遊戲的多樣性89
（一）私有語言的論證與語言的可理解性90
（二）言說規則的先在性與共識性93
（三）溝通共同體的先在性95
（四）語言遊戲的深層語法與互補性97
第三節、對Peirce 實用主義的研究－符號的三論元與溝通共同體的先驗性99
（一）符號學的三元論與語用學基礎的奠定100
（二）由探究理論到溝通行動的轉化104
（三）無限定的溝通共同體即理想的溝通社群110
第四節、先驗/普遍之爭－與Habermas立場的歧異111
的六章：論反思之終極奠基及其後設批判116
第一節、一種基礎論的立場－終極奠基意涵的陳顯117
第二節、Hans Albert之實證論立場及其對終極奠基的批判121
第三節、終極奠基與後現代的反基礎之爭125
（一）解構意義下的多元主義126
（二）對於理性共識與論辯規則的質疑129
（三）從反思的奠基到理性的多元論130
第Ⅲ部分：方法論的互補性與教育研究134
第七章：解釋與理解之爭－先驗語用觀點的實踐135
第一節、論爭的開端135
第二節、Dilthey 精神科學方法的提出138
（一）精神科學的內涵138
（二）精神科學方法論的使命與困境143
第三節、von Wright 的意向論觀點－新實證論的因果性說明模式146
（一）兩種傳統的提出146
（二）關於行動的說明模式147
（三）對立的綜合：neo-Wittgenstein二元論的語言遊戲觀149
第四節、論爭的辯證互補－Apel先驗語用學的進路151
第五節、對立的消解－認知主體之主動性的陳顯155
第八章；方法論的多元主義及其互補的可能性－對於教育學研究的反省159
第一節、先驗語用學與互補性論題的困境159
第二節、由方法的不可共量到典範的互補－多元方法論的證成161
第三節、現象學式的教育研究及其可能困境164
第四節、詮釋學的教育研究與方法論互補性168
第五節、主/客觀間的動態辯證－客觀的因果律與主觀的價值涉入173
第六節、後現代的積極圖像與教育研究178
（一）對啟蒙進步觀的批判與教育學理論科學化發展的省思179
（二）理性/自主與教育實踐的獨斷化傾向179
第七節、整全性的視野－多元方法論的互補性180
第九章；結論186
參考書目196
附錄207
附錄一：Karl-Otto Apel年表208
附錄二：MY INTELLECTUAL BIOGRAPHY IN THE CONTEXT OF CONTEMPORARY PHILOSOPHY211
附錄三：Karl-Otto Apel著作目錄227
附圖目次
圖一-1：研究架構圖19
圖二-1：科學理論之哲學基礎分析圖39
圖二-2：方法論論辯的教育學意涵40
圖三-1：現象學方法的操作程序48
圖四-1: Schleiermacher之「理解」66
圖四-2 : Dilthey之「理解」66
圖五-1：先驗語用學的方法論奠基89
圖五-2 : 符號學所涉及的三個面向103
圖五-3 : 連續的探究歷程106
圖五-4：客體、主體與共同主體的關聯108
圖五-5：探究的互補性與溝通共同體109
圖六-1:第一哲學的三種典範116
圖六-2 :終極奠基的實質內涵118
圖七-1：「因果說明/意義理解」論爭的三個階段137
圖七-2 : Dilthey 精神科學方法論的內涵143
圖八-1：教育本質的現象學把握166
圖八-2：假設中「似律性」（Lawlikeness）的決斷170
圖八-3：詮釋螺旋171
圖八-4：田野研究的周期174
圖八-5：教育研究的三個方法階段181
圖八-6：社會理論分析的四種典範183
圖八-7：後設典範的觀點184
附表目次
表一-1：與Kari-Otto Apel思想有關之外文學位論文12
表二-1:Apel整體思想內涵與轉折24
表四-1: Schleiermacher 的詮釋學理論體系65
表四-2 : Heidegger與Gadamer 對於詮釋循環觀念的對比73
表六-1：溝通模式與有效性宣稱間的關係115
表六-2：邏輯實證論與Popper否證論的對比122
表八-1: Apel先驗語用學的內在困境160
dc.format.extent 115 bytes-
dc.format.mimetype text/html-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCV8232012
dc.subject (關鍵詞) 先驗語用學;
方法論的辯證;
多元主義;
互補性
dc.subject (關鍵詞) transcendental pragmatics;
methodological dialectic ;
pluralism ;
complementary thesis;
dc.title (題名) 方法論的辯證與互補的可能性- 論Karl-Otto Apel之先驗語用學與教育硏究
dc.type (資料類型) thesis
dc.relation.reference (參考文獻) 一、中文文獻
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