阿多諾教育觀中社會進步的可能性──以文化工業為主軸

Abstract

阿多諾哲學雖時常被評為消極並缺乏對社會進步的積極論述，但本文認為，在他對教育的討論中能切實地看到對社會進步的積極想像。本文欲透過分析阿多諾對於教育的討論，闡明他如何設想社會進步的可能性。藉由提供對阿多諾教育觀的討論，本文指出阿多諾哲學中引向社會進步的理論與方法。首先，本文分析阿多諾對教育目標的設定，說明教育要對抗物化意識，並培養人的自主性、經驗能力以及教養，使人達致理性成熟的狀態。這些能力讓人建立一種充全的理性能力，作為民主社會的實踐基礎，讓社會進步成為可能。接著，本文說明文化工業和半教養(Halbbildung)的盛行如何成為教育實踐上的阻礙。因為它們維護了既存的社會狀況，而讓社會止步不前。最後，本文說明這些教育目標及阻礙如何透過大眾媒體與文化工業產品的應用來實踐與超克。透過揭示錯誤與培養充全理性兩個主要方向，教育讓人認識到並有能力處理社會問題，從而促成社會進步的發生。本文透過阿多諾的文化工業批判，尋找大眾媒體如何能為教育所用、如何能落實教育理念的線索。

Adorno’s philosophy is often considered as pessimistic and provide no positive description of social progress. But in this essay, I argue that in his discussion on education, there is a clear hope of social progress. I wish to illuminate his idea of possible social progress by analyzing his ideas of education. Through providing a discussion of his educational ideas, I point out the potential theory and practice in Adorno’s philosophy which lead to social progress. Firstly, by discussing the goals he has set for education, I argue that education should work against reified consciousness, establish autonomy, ability of real experience, and cultivate Bildung, to make people rationally mature. These abilities nourish a kind of full reason, which is the foundation of democracy, and make social progress possible. Secondly, I argue that how the popularization of culture industry and half-culture (Halbbildung) hinder the practice of education. By stabilizing and preserving the status quo, they block the possibility of social change. Lastly, I argue how to fulfill the goals and overcome the barriers through the practice of mass media. By demonstrate social wrongs and establish non-identical thinking, education allows people to gain awareness of social problems and the ability to react properly upon them. And through Adorno’s culture industry critique, one can find the potential of mass media which may be used for educational purpose.