本論文旨在論述Spinoza之情緒理論，並透過與近代四種情緒理論的比較以彰顯出其學說之特色，接著經由上述闡釋來開展情緒教育的論述。
本論文採用觀念分析法、詮釋學方法及歷史研究法。至於研究步驟首先探討Spinoza的情緒概念之思想源流，以此作為鋪陳其情緒論述的先導。第二，深入論述Spinoza的情緒觀點以及轉化被動情緒的方法。第三，透過比較近代情緒理論的方式，以豐富Spinoza情緒理論的面貌。最末，根據研究結果，提出對情緒教育的建議。

本論文之研究結果如下：

壹、Spinoza的哲學受到諸多哲學家的影響。尤其他藉由批評Descartes身心二元論的方式，構築了其獨特的身心同一論，並以此貫串情緒理論。
貳、Spinoza詳盡說明情緒的起源、性質與分類，並論及人類受被動情緒所束縛的狀態，由是開展以知識論的途徑來轉化被動情緒的五種方式。
參、Spinoza主張最上乘的控制被動情緒之策略，即是以具備主動情緒來克制被動情緒。此外，知識必須被當成是情緒，才能用來克制被動情緒。
肆、Spinoza情緒理論為雖可歸類為情緒認知理論，但其所指的情緒卻涉及多重內涵，亦即情緒不僅帶有認知，更兼具感受、動機、和評價。
伍、Spinoza情緒理論對情緒教育極具價值。教育者應開展受教者的理性心靈，並協助受教者擺脫被動情緒的纏繞。
陸、Spinoza情緒理論可衍伸出四種情緒教育的作法，換言之，即是培養理性認識能力、具備正確的情緒歸因、陶養主動情緒以及以情緒克制情緒。

This thesis aims at making a description of Spinoza’s theory of emotion, and revealing the uniqueness of this theory by comparing it with four modern emotional theories. Further insights of emotional education are derived from the above analysis.
Idea analysis, hermeneutics and historical research are used. The procedures begin with discussing the origin and development of Spinoza’s theory of emotion. Secondly, the researcher expounds Spinoza’s viewpoint on emotion and the methods for converting the passions. Thirdly, Spinoza’s emotional theory is enriched by the comparison of Spinoza and modern emotional theories. Finally, according to the findings, the research brings up some suggestions for emotional education.

The findings of this thesis are as follows:

Firstly, several philosophers exert a influence on Spinoza’s philosophy. Especially based on criticizing Descartes’ mind-body dualism, Spinoza asserts his own theory of emotion by peculiar psycho-physical identity.
Secondly, Spinoza describes the origin, nature and classifications of emotions exhaustively, and depicts the human bondage of the passions, then derives five strategies of transforming the passions through epistemology.
Thirdly, Spinoza pronounces that it is the best way to control the passions by means of the active emotions. As soon as knowledge is regarded as emotion, in addition, the passions can be under control.
Fourthly, Spinoza’s theory of emotion is labeled as the cognitive theory of emotion, but the conception of emotions covers a wide range of significance including cognition, feeling, motivation and appraisal.
Fifthly, emotional education draws inspiration from Spinoza’s emotional theory. Teachers have to lead out students’ rational mind, and assist them in getting rid of the passions.
Finally, four methods of emotional education are obtained from Spinoza’s theory of emotion. In other words, they involve developing rational cognition ability, possessing correct emotion attribution, cultivating active emotions and utilizing one emotion to control the other emotion.

參考文獻
壹、中文部份
王淑俐（1995）。青少年情緒的問題、研究與對策。台北市：合記。
李培元（譯）（2003）。N. Warburton著。哲學思想的大師。台北縣：韋伯文化。
李瑞全（1993）。休謨。台北市：東大。
李維（譯）（1992）。T. H. Leahey著。心理學史：心理學的主流思潮（上）。台北市：桂冠。
車文博（1996）。西方心理學史。台北市：東華。
林火旺（2003）。倫理學。台北市：五南。
林建福（2002）。教育哲學—情緒層面的特殊觀照（第二版）。台北市：五南。
林建福（2006）。德行、情緒與道德教育。台北市：學富。
邱振訓（2003）。論容忍德行—斯賓諾莎政治哲學之考察。國立台灣大學哲學研 究所碩士論文，未出版，台北市。
姜義華（註釋）（1997）。新譯禮記讀本。台北市：三民。
洪漢鼎（1992）。斯賓諾莎。台北市：東大。
洪漢鼎（1997）。斯賓諾莎哲學研究。北京市：人民。
洪漢鼎、孫祖培（譯）（1987）。Spinoza著。神、人及其幸福簡論。北京市：商務。
洪漢鼎等（譯）（1998）。D. O’Connor著。批評的西方哲學史（上）。台北市：桂冠。
唐陳（譯）（2005）。M. Morgenstern, ＆ R. Zimmer著。哲學史思路。台北縣：雅書堂。
孫振青（1990）。笛卡兒。台北市：東大。
張易（譯）（1960）。W. Durant著。西洋哲學史話。高雄市：大眾。
張美惠（譯）（1996）。D. Goleman著。EQ（Emotional intelligence）。台北市：時報。
陳中和（譯）（1999）。R. Scruton著。斯賓諾莎。台北市：麥田。
陳剛（1996）。論斯賓諾莎公民政治權力理論—權力衝突與自由。私立東吳大學 政治研究所碩士論文，未出版，台北市。
傅偉勳（2000）。西洋哲學史。台北市：三民。
游恆山（譯）（1993）。K. T. Strongman著。情緒心理學—情緒理論的透視（The psychology of emotion: theories of emotion in perspective）（第一版）。台北市：五南。
游恆山（譯）（2002）。K. T. Strongman著。情緒心理學—情緒理論的透視（The psychology of emotion: theories of emotion in perspective）（第四版）。台北市：五南。
賀麟（譯）（1997）。Spinoza著。倫理學。北京市：商務。
項退結編（譯）（1976）。西洋哲學辭典。台北市：先知。
馮炳昆（譯）（2004）。G. Deleuze著。斯賓諾莎的實踐哲學。北京市：商務。
黃光雄（1989）。教育的歷史研究法。載於中國教育學會（主編），教育研究方法 論（頁195-213）。台北市：師大書苑。
黃藿（2002）。德行倫理學與情緒教育。社會文化學報，15，1-22。
楊深坑（2002）。科學理論與教育學發展。台北市：心理。
楊斐華（譯）（1985）。Hampshire著。斯賓諾莎。台北市：遠景。
溫錫增（譯）（1963）。B. Spinoza著。神學政治論。北京市：商務。
鄔昆如（1971）。西洋哲學史。台北市：正中。
鄔昆如（1994）。西洋哲學史話。台北市：三民。
趙敦華（2002）。西方哲學簡史。台北市：五南。
劉世銓、金正娥（編）（1992）。新編歐洲哲學史。台北市：水牛。
歐陽芳（1995）。論斯賓諾莎形上學體系內的「一多問題」。國立政治大學歷史研 究所碩士論文，未出版，台北市。
歐陽教（2002）。教育哲學導論（第十四版）。台北市：文景。
蔡專安（2004）。莊子與斯賓諾莎（Spinoza）對「人的極致」之看法及比較。私 立東海大學哲學研究所碩士論文，未出版，台中市。
鄺錦倫、陳明福（譯）（1990）。F. Copleston著。西洋哲學史：笛卡兒到萊布尼茲。台北市：黎明文化。
譚鑫田、傅有德（譯）（2006）。L. Roth著。斯賓諾莎：醉心於神的聖哲。台北市：康德。
貳、英文部份
Allison, H. E. (1975). Benedict de Spinoza. Coston: Wayne Publishers.
Aloni, N. (2007). Spinoza as educator: From eudaimonistic ethics to an empowering and liberating pedagogy. Educational philosophy and theory. Retrieved October 20, 2007, from www.blackwell-synergy.com/doi/abs/10.1111/j.1469-5812.2007.0
0361.x.
Arnold, M. B. (1974). Historical development of the concept of emotion, Philosophical Studies, 22, 147-157.
Ben- Ze’ev, A. (1999). Emotions and change: A Spinozistic account. In Y. Yovel (Ed.), Desire and affect: Spinoza as psychologist (pp. 139-154). NY: Little Room Press.
Bennett, J. (1984). A study of Spinoza’s Ethics. NY: Cambridge University Press.
Calhoun, C. ＆ Solomon, R. C. (1984). Introduction, In C. Calhoun ＆ R. C. Solomon (Eds.), What is an emotion? (pp.3-40). NY: Oxford University Press.
Cottingham, J. C. (2001). The intellect, the will and the passions: Spinoza’s critique of Descartes. In G. Lloyd (Ed.), Spinoza: Critical assessments of leading philosophers (volume two)(pp. 219-236). NY: Routledge.
De Dijn, H. (1996). Spinoza : the way to wisdom. West Lafayette: Purdue University Press.
Delahunty, R. J. (1985). Morality and the emotions, in Spinoza (pp.213-254). London: Routledge.
Deleuze, G. (1988). Spinoza: Practical philosophy. (R. Hurley, trans.). San Francisco: City Rights Publications.
Dunlop, F. (1984a). The education of feeling and education. London: Allen& Unwin.
Dunlop, F. (1984b). The education of the emotions. Journal of philosophy of education, 18(2), 245-255.
Fischer, K. (1999). The life and character of Baruch Spinoza. In W. I. Boucher (Ed.), Spinoza : eighteenth and nineteenth-century discussions(volume five) (pp. 1-18). Bristol Sterling: Thoemmes Press.
Frijda, N. H. (1999). Spinoza and current theory of emotion. In Y. Yovel (Ed.), Desire and affect: Spinoza as psychologist (pp. 235-264). NY: Little Room Press.
Garrett, D. (1996). Spinoza’s ethical theory. In D. Garrett (Ed.), The Cambridge companion to Spinoza (pp. 267-314). NY: Cambridge University Press.
Giancotti, E. (1999). The theory of the affects in the strategy of Spinoza’s Ethics. In Y. Yovel (Ed.), Desire and affect: Spinoza as psychologist (pp. 129-138). NY: Little Room Press.
Gilead, A. (1999). Human affects as properties of cognitions in Spinoza’s philosophical psychotherapy. In Y. Yovel (Ed.), Desire and affect: Spinoza as psychologist (pp. 169-182). NY: Little Room Press.
Harris, E. E. (1992). The passions. In Spinoza's philosophy, an outline (pp.57-65). Atlantic Highlands, NJ: Humanities Press.
Hume, D. (1978). A Treatise of Human Nature. Oxford: Clarendon Press.
Kashap, S. P. (1974). Thought and action in Spinoza. In S. P. Kashap (Ed.), Studies in Spinoza, critical and interpretive essays (pp. 332-355). Berkeley, CA: University of California Press.
Lyons, W. E. (1999). The philosophy of cognition and emotion. In T. Dalgleish & M. Power (Eds.) , Handbook of cognition and emotion(pp. 21-44). NY: Wiley.
MacIntyre, A. (1967). Spinoza. In P. Edward (Ed.), Encyclopedia of philosophy (pp. 530- 545). NY: Macmillan.
Nadler, S. (2006). Spinoza’s Ethics. NY: Cambridge University Press.
Neu, J. (2004). Emotions and freedom. In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 163-180). NY: Oxford University Press.
Blackburn, S. (2003). Oxford dictionary of philosophy. NY: Oxford University Press.
Parkinson, G. H. R. (2000). Spinoza Ethics. NY: Oxford University Press.
Peters, R. S. (1972). The education of the emotions. In R. Dearden, P Hirst＆ R. S. Peters (Eds.), Education and the development of reason (pp. 466-483). London: Routledge and Kegan Paul.
Puolimatka, T. (2001). Spinoza’s theory of teaching and indoctrination. Educational philosophy and theory, 33(3 & 4), 397-412.
Ratner, J. (1927). The psychology of the emotions, in The philosophy of Spinoza, selected from his chief works, with a life of Spinoza and an introduction(pp.236-248). NY: The Modern library.
Ravven, H. M. (1990). Spinoza’s materialist Ethics: the education of desire. In G. Lloyd (Ed.), Spinoza: Critical assessments of leading philosophers(volume two) (pp. 311-332). NY: Routledge.
Ravven, H. M. (2003). Spinoza’s anticipation of contemporary affective neuroscience. Consciousness and emotion, 4(2), 257-290.
Russell, B. (1972). A history of western philosophy. NY: Simon and Schuster.
Segal, G. (2000). Beyond subjectivity: Spinoza’s cognitivism of the emotions. British Journal for the history of philosophy, 8(1), 1-19.
Solomon, R. C. (1988). On emotions as judgments. In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 92-114). NY: Oxford University Press.
Solomon, R. C. (1993). The Philosophy of emotions. In M. Lewis, & J. M. Haviland(Eds.), Handbook of emotions(pp. 3-15). NY: The Guiford Press.
Solomon, R. C. (1998). The politics of emotion. In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 143-161). NY: Oxford University Press.
Solomon, R. C. (2001a). Back to basics: On the very idea of “Basic emotions ” In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 115-142). NY: Oxford University Press.
Solomon, R. C. (2001b). Thoughts and feelings: What is a “cognitive theory ” of the emotional, and does it neglect affectivity? In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 178-194). NY: Oxford University Press.
Solomon, R. C. (2001c). On the passivity of the passions. In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 195-232). NY: Oxford University Press.
Solomon, R. C. (2003a). Ren'e Descartes. In R. C. Solomon (Ed.), What is an emotion? : classic and contemporary readings (pp. 20-30). NY: Oxford University Press.
Solomon, R. C. (2003b). Denedict Spinoza. In R. C. Solomon (Ed.), What is an emotion? : classic and contemporary readings (pp. 31-43). NY: Oxford University Press.
Solomon, R. C. (2004). Emotions, thoughts, and feelings: Emotions as engagements with the world. In R. C. Solomon (Ed.), Not passion’s slave: Emotions and choice (pp. 76- 88). NY: Oxford University Press.
Spinoza, B. D. (1927). Ethic. (W. H. White, trans.) . NY: Oxford University Press.(Original work published 1677).
Spinoza, B. D. (1985). The emendation of the intellect (E. Curley, trans.). In E. Curley (Ed.), The collected works of Spinoza (volume one). Princeton, NJ: Princeton University Press.
Steinberg, D. (2000). On Spinoza. CA: Cleveland State University.
Warnock, M. (1986). The education of the emotion, in D.E. Copper (Ed.), Education, values and mind (pp. 172-184). Boston : Routledge.
Wartofsky, M. (1979). Action and passion: Spinoza’s construction of a scientific psychology. In Spinoza: a collection of critical essays (pp. 329-353). Notre Dame: University of Notre Dame Press.
White, J. (1984). The education of the emotion. Journal of philosophy of education, 18(2), 233-244.
Wolfson, H. A. (1961). The philosophy of Spinoza, unfolding the latent processes of his reasoning (volume two). Cambridge, Mass.: Harvard University Press.
Yovel, Y. (1999). Preface and acknowledgments, in Y. Yovel (Ed.), Desire and affect: Spinoza as psychologist (pp. xiii- xvii), NY: Little Room Press.
Zac, S. (2001). Life in the philosophy of Spinoza. In G. Lloyd (Ed.), Spinoza: Critical assessments of leading philosophers(volume two) (pp. 239-247). NY: Routledge.