為什麼選擇教學生活：論倫理直言作為教師的自我實踐

Abstract

本研究從教師成己的角度，探討在什麼意義上，教學實踐對教師而言是值得從事的。基於對Foucault倫理直言相關文獻的解讀，本文首先論證了教師對學生的倫理直言可作為教師的自我實踐，指出教師可藉由倫理直言追求一種體現真理的幸福生活，並回應針對教師以教學為其自我實踐的質疑。再者，本文說明了師生的倫理直言關係以雙方倫理主體化為目的，以致於教師得以在教學實踐中開展其德性，而不僅止於磨練其工作技能。最後，本文指出教師進行倫理直言，即在培養師生的批判態度；對進行倫理直言的教師而言，選擇教學生活得以鍛鍊其批判態度，使之用盡可能少的宰制來運作權力關係，並自由開創自身存在之可能性。This thesis examines the meaningful aspects that make teaching a worthwhile pursuit for teachers from the perspective of their self-cultivation. Based on Foucault's works on ethical parrhesia, I first argue that ethical parrhesia can serve as a practice of the self for teachers. This suggests that teachers can employ ethical parrhesia to pursue a life of well-being that embodies truth. Additionally, I address challenges to the argument that teaching is a practice of the self in the thesis. Furthermore, I elaborate on the ethical parrhesia relationship between teachers and students, emphasizing that this relationship aims at mutual ethical subjectivation.Such ethical subjectivation enables teachers to develop virtues within their teaching life, going beyond the mere refinement of professional skills. Lastly, I emphasize that engaging in ethical parrhesia allows teachers to cultivate critical attitudes in themselves and their students. For teachers committed to ethical parrhesia, the choice of a teaching life becomes a means to cultivate a critical mindset, enabling them to wield power with minimal dominance and to freely explore what they could be.