| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 90 === Abstract
This thesis aims to study Zygmunt Bauman’s postmodern ethics and its implications for moral education by hermeneutic analysis. The objectives of this study are as following:
1.To investigate Bauman’s moral theory.
2.To comprehend Bauman’s modernity that has ethical codes without morality.
3.To understand Bauman’s postmodernity that has morality without modern ethics.
4.To interpret the implications of Bauman’s postmodern ethics for moral education.
According to above objectives, the research concludes the following verdicts by synthesizing the interpretations and discussions of this study’s every chapter and section:
1. Bauman’s postmodern ethics places emphasis on interpreting phenomena of postmodern ethical life, in order to construct a moral perspective of individuality, which is different from the perspective of ethical orders of modernity.
2. Human reason dominates innate human impulse. Bauman proposes that we should set about postmodernity in order to eliminate the ethical predicament that modernity brings about.
3. Bauman firmly believes that postmodernity has individuals make moral decisions by experiencing individual responsibility in ambiguous moral situation. Therefore, postmodernity makes plural morality possible, and reaches a coalition between morality and art.
4. Bauman states that morality is non-rational and not universal. Ssubjects ‘I’and‘the other’cannot be judged from reasonable criteria, and thus it can make human beings moral to comply with the sense of responsibility.
5. According to Bauman’s statements, individually human beings have no moral rule but moral standards which elicits the sense of moral discontent in postmodern.
6. One of the contents of Bauman postmodern ethics is a set of stranger ethics and comsumer ethics which compose aesthetic ethics but get rid of responsibility. Basically, Bauman believes that it is not easy to be a moral being in the context of stranger ethic and comsumer ethic in postmodern.
7. Bauman considers that human beings must construct an reflective ethics of self-limitation as the morality of proximity had to be under postmodern technologic risks.
8. Individually moral autonomy is an essential condition to postmodern morality. Therefore, in moral education, it should count on the original concepts of Bauman’s postmodern ethics to construct objectives, curricula, and pedagogies which correspond with the humanity-whole moral orientation in moral education.
Finally, this study based on the above findings has the following recommendations that provide the successive researchers to deliberate:
1. To emphasize the research for the ethical relationships in the informational society.
2. To enrich the contents of Bauman’s postmodern ethics by virtue of the field of educational views.
3. To value the research after the ethically bisexual relationships which are developing in postmodern.
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