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  1. NTU Theses and Dissertations Repository
  2. 文學院
  3. 哲學系
請用此 Handle URI 來引用此文件: http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/95673
完整後設資料紀錄
DC 欄位值語言
dc.contributor.advisor羅名珍zh_TW
dc.contributor.advisorMing-Chen Loen
dc.contributor.author許煥凱zh_TW
dc.contributor.authorHuan-Kai Hsuen
dc.date.accessioned2024-09-15T16:44:02Z-
dc.date.available2024-09-16-
dc.date.copyright2024-09-14-
dc.date.issued2024-
dc.date.submitted2024-08-07-
dc.identifier.citation一、 中文文獻
Adorno, Theodor W., & Horkheimer, Max. (2017).《啟蒙的辯證》。林宏濤 譯,商周出版。
Aristotle. (2001).《詩學》。陳中梅 譯,台灣商務。
Facebook. (2024.01.25). 〈你可能認識的朋友〉,《Facebook使用說明》。https://www.facebook.com/help/336320879782850/?helpref=hc_fnav
Freud, Sigmund. (2006). 《精神分析引論》。彭舜 譯,左岸文化。
Instagram. (2024.01.25). 〈Instagram 推薦內容〉,《Instagram使用說明》。https://www.facebook.com/help/instagram/313829416281232/?helpref=search&query=%E6%8E%A8%E8%96%A6%E5%A5%BD%E5%8F%8B&search_session_id=7e89d9a64f42efe8c827c26063faffe6&sr=2
Lynn. (2015a).〈「新世紀的哲學傳播與推廣」論壇報導(上)〉,《哲學新媒體》。https://philomedium.com/report/79370
-(2015b).〈「新世紀的哲學傳播與推廣」論壇報導(下)〉,《哲學新媒體》。https://philomedium.com/report/79374
-(2017).〈哲學應該普及化嗎?--PHEDO講座報導〉,《哲學新媒體》。https://philomedium.com/report/79952
Kant, Immanuel. (1990).《道德底形上學之基礎》。李明輝 譯,聯經。
-(2013).〈答「何謂啟蒙?」之問題〉,《康德歷史哲學論文集》。李明輝 譯,聯 經。25-35。
-(2015).《道德底形上學》。李明輝 譯,聯經。
Laplanche, Jean. & J. -B. Pontails. (2000). 《精神分析辭彙》。沈志中、王文基 譯,行人出版。
Netflix. (2024.01.25). 〈Netflix 推薦系統如何運作〉,《Netflix說明中心》。https://help.netflix.com/zh-tw/node/100639
Shakespeare, Williams. (1999).《哈姆雷特》。孫大雨 譯,聯經。
Youtube. (2024.01.25a). 〈規定與政策──社群規範〉,《Youtube》。https://www.youtube.com/intl/zh-TW/howyoutubeworks/policies/community-guidelines/#community-guidelines
-(2024.01.25b). 〈產品功能──推薦影片〉,《Youtube》。https://www.youtube.com/intl/zh-TW/howyoutubeworks/product-features/recommendations/
王俊斌(2016)。〈教育的概念〉,《新教育哲學》。五南。109-130。
白水(2017)。〈哲學談何普及?〉,《好青年荼毒室(哲學部)》。https://corrupttheyouth.net/area/introduction/white/1473/
申昀晏(2020)。〈哲普是在普什麼?在大眾哲學與學院哲學之間〉,《哲學新媒 體》。https://philomedium.com/report/81215
東浩紀(2012)。《動物化的後現代:御宅族如何影響日本社會》。褚炫初 譯,大鴻藝術。
張仁傑(2005)。〈論戲劇中的「淨化」-亞里斯多德淨化論到「淨化體系」〉,《臺藝戲劇學刊》。1, 106-122.
藍佩嘉(2019)。《拚教養-全球化、親職焦慮與不平等童年》。春山出版。
羅名珍(2021a)。〈社會進步在阿多諾哲學中是可能的嗎?論霍耐特的阿多諾詮釋〉,《國立政治大學哲學學報》。1-38。
-(2021b)。〈阿多諾〉,《華文哲學百科》(2021 版本),王一奇(編)。http://mephilosophy.ccu.edu.tw/entry.php?entry_name=阿多諾。
-(2023)。〈從錯誤的共在中分離:阿多諾論電影作為社會啟蒙的媒介〉,《國立政治大學哲學學報》。49, 37-88。
嚴振邦、豬文(2017)。〈哲學普及怎麼做?(上)〉,《好青年荼毒室(哲學部)》。https://corrupttheyouth.net/area/introduction/gmankwong/3990/
-(2017)。〈哲學普及怎麼做?(中)〉,《好青年荼毒室(哲學部)》。https://corrupttheyouth.net/area/introduction/salt/4197/
-(2017c)。〈哲學普及怎麼做?(下)〉,《好青年荼毒室(哲學部)》。https://corrupttheyouth.net/area/introduction/salt/4141/

二、 外文文獻
Abengaña, Ranier Carlo V. (2017). “Adorno’s Critique of Halbbildung:Mapping an Emancipatory Educational Program for Critical Consciousness.” Civil Society, Education and Human Formation. Routledge, 178-195.
Adorno, Theodor W. (1984). “The Essay as Form,” Bob Hullot-Kentor & Frederic Will (trans.). New German Critique, (32), 151-171.
-(1993a). “Theory of Pseudo-Culture (1959),” Deborah Cook(trans.). Telos, 1993(95), 15-38.
-(1993b). Hegel: Three Studies. Shierry Weber Nicholsen(trans.). The MIT Press.
-(2001a). “On the Fetish Character in Music and the Regression of Listening”, The Culture Industry Selected Essays on Mass Culture. Routledge. 29-60.
-(2001b). “Culture Industry Reconsidered”, The Culture Industry Selected Essays on Mass Culture. J. M. Bernstein (ed.). Routledge. 98-106.
-(2001c). “Culture and Administration”, The Culture Industry Selected Essays on Mass Culture. J. M. Bernstein (ed.). Routledge. 107-131.
-(2001d). “How to Look at Television”, The Culture Industry Selected Essays on Mass Culture. J. M. Bernstein (ed.). Routledge. 158-177.
-(2003a). “Kulturindustrie: Aufklärung als Massenbetrug”, Dialektik der Aufklärung. Gesammelte Schriften, Bd. 3. Rolf Tiedemann u.a. (Hg.). Suhrkamp.141-191.
-(2003b). Drei Studien zu Hegel. In Gesammelte Schriften, Bd. 5. Rolf Tiedemann u.a. (Hg.). Suhrkamp.
-(2003c). Negative Dialektik. In Gesammelte Schriften, Bd. 6. Rolf Tiedemann u.a. (Hg.). Suhrkamp.
-(2003d). “Theorie der Halbbildung”, Soziologische Schriften I. Gesammelte Schriften, Bd. 8. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 93-121.
-(2003e). The Psychological Technique of Martin Luther Thomas’ Radio Addresses. In Gesammelte Schriften, Bd. 9.1. Rolf Tiedemann u.a. (Hg.). Suhrkamp.7-141.
-(2003f). “Résumé über Kulturindustrie”, Kulturkritik und Gesellschaft I. Gesammelte Schriften, Bd. 10.1. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 337-345.
-(2003g). “Wozu noch Philosophie”, Kulturkritik und Gesellschaft II. Gesammelte Schriften, Bd. 10.2. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 459-473.
-(2003h). “Freizeit”, Kulturkritik und Gesellschaft II. Gesammelte Schriften, Bd. 10.2. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 644-655.
-(2003i). “Tabus über dem Lehrberuf”, Kulturkritik und Gesellschaft II. Gesammelte Schriften, Bd. 10.2. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 656-673
-(2003j). “Erziehung nach Auschwitz”, Kulturkritik und Gesellschaft II. Gesammelte Schriften, Bd. 10.2. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 674-690.
-(2003k). “Wissenschaftliche Erfahrungen in Amerika”, Kulturkritik und Gesellschaft II. Gesammelte Schriften, Bd. 10.2. Rolf Tiedemann u.a. (Hg.). Suhrkamp. 702-738.
-(2003l). “Essay als Form”, Noten zur Literatur. Gesammelte Schriften, Bd. 11.Rolf Tiedemann u.a. (Hg.). Suhrkamp. 9-33.
-(2004). Negative Dialectic. E.B. Ashton (trans.). Routledge.
-(2005a). “Why Still Philosophy”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 5-17.
-(2005b). “Philosophy and Teacher”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 19-36.
-(2005c). “Note on Human Science and Culture”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 37-40.
-(2005d). “Meaning of Working through the Past”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 89-103.
-(2005e). “Prologue to Television”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 49-57.
-(2005f). “Television as Ideology”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 59-70.
-(2005g). “Opinion Delusion Society”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 105-122.
-(2005h). “Free Time”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 167-175.
-(2005i). “Taboos on the Teaching Vocation”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 177-190.
-(2005j). “Education after Auschwitz”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 191-204.
-(2005k). “Scientific Experience of a European Scholar in America”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 215-242.
-(2005l). “On Subject and Object”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 245-258.
-(2005m). “Marginalia to Theory and Praxis”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 259-278.
-(2005n). “Critique”, Critical Model. Henry W. Pickford (trans.). Columbia University Press. 281-288.
-(2008a). Lectures on Negative Dialectics: Fragments of a Lecture Course 1965/1966. Rodney Livingstone (trans.). Rolf Tiedemann (ed.). Polity.
-(2008b). History and Freedom: lectures 1964-1965. Rodney Livingstone (trans.). Rolf Tiedemann (ed.). Polity.
-(2009a). “Radio Physiognomics,” Current of Music. Robert Hullot-Kentor (ed.). Polity. 41-132.
-(2009b). “A Social Critique of Radio Music,” Current of Music. Robert Hullot- Kentor (ed.). Polity. 134-143.
-(2009c). “The Problem of a New Type of Human Being,” Current of Music. Robert Hullot-Kentor (ed.). Polity. 461-468.
-(2009d). “Kultur and Culture.” Social Text, 27(2), 145-158.
-(2017). Äesthetics (1958/59). Eberhard Ortland (ed.). Suhrkamp.
-(2018). Aesthetics. Wieland Hoban (trans.). Eberhard Ortland (ed.). Polity.
-(2020a). “Erziehung-wozu? ” Erziehung zur Mündigkeit. Gerd Kadelbach (Hg.). Suhrkamp. 105-119.
-(2020b). “Erziehung zur Entbarbarisierung”, Erziehung zur Mündigkeit. Gerd Kadelbach (Hg.). Suhrkamp. 120-132.
-(2020c). “Erziehung zur Mündigkeit”, Erziehung zur Mündigkeit. Gerd Kadelbach (Hg.). Suhrkamp. 133-147.
Adorno, Theodor W. & Hellmut Becker. (1983). “Education for Autonomy.” Telos, 1983(56), 103-110.
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Adorno, Theodor W., Walter Benjamin, Ernst Bloch, Bertolt Brecht, & Georg Lukács (2007). Aesthetics and Politics. Verso Books.
Andrae, Thomas. (1979). “Adorno on film and mass culture: The culture industry reconsidered.” Jump Cut, 20 (1979): 34-37.
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-(2013). The Civilizing Process: Sociogenetic and Psychogenetic Investigations. Edmund Jephcott (trans.). Dunning, Johan Goudsblom and Stephen Mennell (ed.). Blackwell.
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片上平二郎(2018)。〈愉しいアドルノ-「文化産業論」における「娯楽」と「技 術」の可能性-〉,《応用社会学研究》。60, 123-133。
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dc.identifier.urihttp://tdr.lib.ntu.edu.tw/jspui/handle/123456789/95673-
dc.description.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。zh_TW
dc.description.abstractAdorno’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.en
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dc.description.tableofcontents口試委員審定書……………………………………………………………………….i
謝辭……………………………………………………………………………………ii
中文摘要………………………………………………………………….……...…...iii
英文摘要……………………………………………………………………………...iv
目次……………………………………………………………………………………v
導論……………………………………………………………………………………1
第一章 教育的概念…………………………………………………………………5
第一節 教育的目標和物化意識……………………………………………....5
一、對抗物化意識的教育…………………………………………………5
二、物化意識的概念………………………………………………………7
(一) 物化意識:內容及起源……………………………………..7
(二) 物化意識的問題……………………………………………13
第二節 教育的目標和充全理性……………………………………………..18
一、轉往主體與社會進步的可能………………………………………..19
二、自主性、經驗與成熟………………………………………………..21
(一) 自主和自律…………………………………………………21
1. 自律作為壓抑……………………………………………….22
2. 自主性的概念……………………………………………….29
(二) 重拾經驗……………………………………………………31
(三) 朝向成熟和朝向民主………………………………………35
三、教養…………………………………………………………………..38
(一) 教養(Bildung)和教育(Erziehung)………………………….38
(二) 教養的概念…………………………………………………40
(三) 傳統教養和批判教養………………………………………44
第二章 教育的阻礙………………………………………………..………………51
第一節 文化工業…………………………………………………..…………54
一、文化工業的概念………………………………………………...…...54
二、獲利導向、標準化與分類………………………………………..…59
(一) 文化產品的標準化…………………………………………59
(二) 標準化商品的內容與形式…………………………………64
(三) 分類邏輯……………………………………………………65
(四) 分類的問題…………………………………………………71
三、娛樂和逃避………………………………………………………..…72
(一) 娛樂以致逃避………………………………………………72
(二) 淨化和美化…………………………………………………74
1. 對情緒的淨化……………………………………….………74
2. 對現實的美化…………………………………………….…77
第二節 半教養…………………………………………………………..……86
一、半教養的概念……………………………………………..…………87
二、半教養的問題……………………………………………..…………94
三、當代社會的半教養…………………………………………..………95
第三章 教育的落實………………………………………………………..………101
第一節 教育的方向……………………………………………………..……101
一、錯誤的揭示與批判…………………………………………………102
二、充全理性的培養……………………………………………………108
第二節 大眾媒體作為教育的媒介………………………………..…………112
一、廣播…………………………………………….………...…………116
二、電視……………………………………………………….……...…121
三、電影………………………………………………………….……...123
四、哲普文章……………………………………………………………127
(一) 哲普書寫及其問題………………………………………..130
(二) 星叢與哲學散文…………………………………………..131
(三) 哲普文章與哲學散文……………………………………..140
結論……………………………………………………………………………145
參考資料………………………………………………………………………149
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dc.language.isozh_TW-
dc.title阿多諾教育觀中社會進步的可能性──以文化工業為主軸zh_TW
dc.titleAdorno on Education and its Possibilities of Social Progress: A Culture Industry Approachen
dc.typeThesis-
dc.date.schoolyear112-2-
dc.description.degree碩士-
dc.contributor.oralexamcommittee彭文本;曾慶豹zh_TW
dc.contributor.oralexamcommitteeWen-Berng Pong;Ken-Pa Chinen
dc.subject.keyword阿多諾,教育,社會進步,物化,文化工業,zh_TW
dc.subject.keywordAdorno,education,social progress,reification,Culture Industry,en
dc.relation.page159-
dc.identifier.doi10.6342/NTU202403805-
dc.rights.note同意授權(全球公開)-
dc.date.accepted2024-08-10-
dc.contributor.author-college文學院-
dc.contributor.author-dept哲學系-
顯示於系所單位:哲學系

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