Conflicts and disagreements have emerged more and more destructively in the course of modernization. As educators, our behaviors are observed and imitated by students. How should we respond to conflicts to avoid misleading students with our own blind sight and subjective opinions? This study aims at finding a preliminary answer to the above question by explaining I. Kant’s and H. G. Gadamer's ideas of sensuscommunis. To tell the differences between their beliefs on sensuscommunis, we begin with inquiring Kant's idea on enlightenment and education. According to Kant's theory, we'd like to claim that rational judgment and aesthetic judgment are separated. Therefore, educators take into consideration critical thinking, moral reasoning, and debating as the essential approaches to dealing with value conflicts. However, we only propose intellectual, but not affective human qualities in the study here. Following Gadamer, we argue that the generative method for cultivating sensuscommunis, which was discarded in the time of enlightenment, should be reconsidered. Only when we recognize that the generative method, in addition to critical thinking, is also a valid approach to respond to conflict situations, we could then begin to understand the beliefs from the involved parties not only intellectually, but also aesthetically.
|Translated title of the contribution||Notes on SensusCommunis for Confronting Value Conflicts|
|Original language||Traditional Chinese|
|Number of pages||19|
|Publication status||Published - 2016|