借用C. Taylor的話，現代教育有三個病徵。失去意義的原子式個人主義、失去目的的工具理性，以及失去自由的軟性專制。加上在全球化中資本主義官僚潮流下，教育在理論與實踐上都被日神所統治了。我們需要重新召喚被壓抑的酒神的教育。為此，我將遊戲概念當作是被探索的對象，並作為酒神教育的基礎，因為在F. Nietzsche的作品中，遊戲是個重要卻沒有被多加深入論述的比喻。我對遊戲的理論進行了一個「日神─酒神」式的回顧。研究發現，除了J. Huizinga與H.-G. Gadamer的遊戲觀，其它理論皆是日神的遊戲，無法豐富酒神教育的概念。在遊戲中有本真性的倫理。本真性是一個與「忠於自己」意義相近但不等同的字。它不僅牽涉了擺脫習俗與傳聞的自決的自由，還有和社群的對話的情境考量，如此才能獲得意義的視域。一方面它是自我創造與自我克服的融合，另一方面又不是無中生有。本真性是實踐哲學，其存有模式是遊戲。人只有在遊戲中能達到本真性，儘管本真性是不斷變動、沒有終點的。服從個體原則的日神教育強調疏離理性與反思意識，而酒神教育主張本真性，令人在對話關係以及自我更新的參與中找尋真正的自我，就如同在遊戲中，人們總是能夠成為真正的自己一般。

There are three malaises in modern education, to borrow Charles Taylor’s diagnosis of modernity. While atomist individualism leads to the loss of meaning and instrumental rationality causes the loss of goal, the combination of the two is soft depotism, under which genuine freedom is no longer accessible. Along with the global current guided by capitalism and mature bureaucracy, it is argued that education is dominated by the Apollonian in practice and among academies respectively, its Dionysian element being repressed. The need of Dionysian Education is hence called upon, if one ever attempts at the reunification with the meaning, goal, and freedom that are deeply connected to our being-in-the-world. In the thesis, I have concentrated on the concept of play as that which is to be interrogated as well as the basis of Dionysian Education, since there is no better metaphor in the writings of Friedrich Nietzsche than play. My investigation reviews various theories of play from an Apollonian-Dionysian perspective, only to find out that barely any of them suffice to endow Dionysian Education with significance except that of Johann Huizinga and Hans-Georg Gadamer. In play is the ethics of authenticity, a synonym but not identical to ‘being true to oneself’. Authenticity involves not only self-determining freedom that emancipates itself from convention and hearsay, but also situational concern in dialogue with community, from which the horizon of significance can arise. One the one hand, it is the merge of self-creation and self-overcoming, while on the other, it creates itself in no way ex nihilo. Authenticity is practical philosophy, and its mode of being is play. Only through play can one reach authenticity, though it is never fulfilled or completed. As against the goal-fixed, encapsulated Apollonian Education that emphasizes disengaged rationality and reflective consciousness, Dionysian Education champions authenticity, urging men to find their own true self in dialogical relations and self-renewing, never ending participation, just as they always do in play.

中文部分
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