本研究旨在藉由Ricoeur對肯認及其相關概念的主張、Ricoeur有關相互肯認觀點的內涵及論證，闡釋對我國道德教育之意涵。本研究的方法主要採概念分析及詮釋學方法，期能達到如下目的：1.分析Ricoeur對肯認及其相關概念之見解；2.探討Ricoeur對相關肯認觀點之詮釋與批判；3.探究Ricoeur有關相互肯認概念之內涵及論證；4.闡釋Ricoeur關於肯認及相互肯認觀點之道德教育蘊義；5.歸納研究結果，對我國當前道德教育議題進行反思，並提出道德教育實踐上之建議，俾供教育主管機關和學校參考。
The purposes of this research concentrate on “recognition” and “mutual recognition” concepts and implications for moral education in Taiwan through the perspective of P. Ricoeur. Therefore, this research is intended as investigations as follows: (1) analyze Ricoeur’s discourse about recognition and the relevant concepts; (2) explore Ricoeur’s interpretation and critique on the relevant theories of recognition; (3) explore Ricoeur’s discourse about mutual recognition; (4) provide implications and suggestions for moral education based on the research results.
