C. Taylor's Spiritual Thoughts and Its Significance in Education
| Autor: | Ching-Pey Lin, 林京霈 |
|---|---|
| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 This study inquired into C. Taylor’s spiritual thoughts to understand the crises of human spiritual development and to find out their solutions and also expounded its significance in education. Firstly, by analyzing Taylor’s spiritual thoughts, it attempts to shed light on the process of identity development—namely, the transition from a “porous” to a “buffered” identity. The latter is presupposed by “disengaged reason”, which is a central idea of disciplinary society and modern civilization. According to Taylor’s argument, the crux of the development is losing insight of the wisdom that is embodied in “anti-structure”. Therefore, the significance of and changes in “anti-structure” are also investigated in the later part. This is the first antidote to the crises of human spiritual development. Secondly, the author investigates the important concept, Immanent Frame, which Taylors uses to illustrate the frame of modern society governed by instrumental or scientific reason. Taylor argues that living within the immanent frame does not necessarily entail sloughing off transcendence. Some of us continue to live in the immanent frame, not disregarding the possibility of an existence beyond it. According to Taylor, a life that is open to transcendence is much fuller than a life that is closed to it. Therefore, in the face of the hegemony of the closed immanent frame, the essence of which is “self-authorization”, Taylor tries to illuminate the inadequacy of “closed world structures” and claims that the discussions on ontology and ethics should certainly be revisited for the achievement of a fuller life and the development of human spirituality. That is the second antidote to the crises of human spiritual development.Thirdly, by analyzing “ moralism”, whose focus is more on an individual’s obligatory actions and his or her rights to freedom and to equality than on what is considered morally good, Taylor sheds light on the problem of its “righteousness” and contends the ethics whose moral source is the transcendent and which is concerned with the development of human spirituality can provide a new understanding on the relationships between the self and the good, the self and the other, and the self and the transcendent, as well as a more powerful motivation to behave morally. That is the third antidote to the crises of human spiritual development. Moreover, although complications and ambiguity of human reality, including our moral and spiritual experience, are difficult to picture, no matter what perspectives we employ, Taylor contends that “the best account” could make provisional best sense of them until we come up with more prescient substitutes. Through historical analysis, Taylor investigates three dominant accounts namely, those of exclusive humanism, immanent counter-Enlightenment, and transcendence. Taylor believes that the best account is the one that recognizes humanity’s aspiration to transcendence, as well as the importance of human spirituality. In addition, the study explores the meaning of spiritual fullness, the importance of transcendence to spirtual transformation, and how human can cultivate their own spirituality by plural itineraries toward the transcendent and the authentic ways to live a spiritual life. Lastly, based on the above discussions, the implication of Taylor’s spiritual thoughts for education is expounded at the end of this dissertation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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