本研究旨在以Gadamer詮釋學及勞思光基源問題研究法探討Nietzsche哲學人類學對當代教育之啟示。本研究目的有五：（一）解析Nietzsche的生命歷程及其所處的社會環境以探討其哲學人類學之形塑歷程。（二）探討Nietzsche對傳統人性論之批判以說明人的本質觀。（三）分析Nietzsche的道德觀與宗教觀，藉以重構適宜當代人類處境的精神概念。（四）研討Nietzsche的人生哲學以釐清人我關係，勾勒理想的人類形象。（五）綜合前述發現,以檢視當代教育困境，並提供建議以為改善我國未來教育研究與教育政策規劃之參考。本研究結果有五：（一）Nietzsche哲學人類學孕育自其獨特的個性與生命經歷，其理論重心在回應當代社會，重視人的價值。（二）Nietzsche以強力意志融合人本質之理性、情感與生理內涵，並指出其於人生之功能。（三）Nietzsche回歸人之精神，重建本之於人的自然道德，和愛與包容的信仰觀。（四）Nietzsche面對真實人生處境，並建構精神貴族、英雄、藝術家及超人之理想人類形象。（五）以Nietzsche觀點檢視當代教育，發現我國在教育本質與目的、課程改革、教學內容、師生關係、教育體制皆需要改善。其可以人性為本，透過對權力意志、超人精神的發揮，讓教育更趨完備。

This study investigates the philosophical anthropology of Nietzsche through hermeneutics and philosophical genetic theory. The objects of the study includes: (1) To understand Nietzsche’s life story so as to know how he form his philosophical anthropology. (2) To interpret Nietzsche’s animadversion of traditional thoughts of humanity, and describe the idea of humanity that Nietzsche thoughts. (3) To analyze Nietzsche’s view of morality and religion, and reconstruct the spiritual life adapting to the modern. (4) To study the philosophy of life so as to know the relationship between human, and portray the image of ideal human. (5) To propose recommendations based on the findings above, considering current situation and development of education in Taiwan.
The results includes : (1) Nietzsche formed the philosophical anthropology with his personal experience. His theory emphasizes on the value of human and responds to the modern society. (2) Nietzsche combines rationality, emotion and physiology with “will of power” and values the capability of human. (3) Based on humanity, Nietzsche constructs new faith which is about love and tolerance. (4) Nietzsche faces to the facts in life and gives the ideal human images: noble, hero, artist and superman. (5) With the idea of Nietzsche, the educational nature and aims, curriculum, teaching, relationship of student and teacher , and educational system still need to be improved.
The suggests includes : (1) educational nature can be connected with “will of power”. (2) educational aims must based on personal development. (3) curriculum should contain social activities and critical thinking. (4)studying material should both contain classics and the knowledge of living. (5) Teacher must play the role as leader and as friend for student. (6) educational system need a revolution based on humanity.

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