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Critical Thinking 的翻译问题

Critical Thinking 的翻译问题
Critical Thinking 的翻译问题

立法會CB(2)222/08-09(01)號文件

Critical Thinking的翻譯問題

政府引進培育Critical thinking作為教育目標之背景

一九七零年代,美國洛克斐勒基金會(Rockefeller Foundation)在一項美國生活人文研究報告中強調:教育部應訂定Critical thinking作為個人基本能力之一。二十年後,美國總統克林頓在一九九

四年簽署「美國教育法案」1,正式將Critical thinking列入全國性的教學目標。幾年後香港也跟隨

美國,在教育統籌局的課程改革短期目標中(二零零一年至二零零六年),提出優先培養學生的共

通能力(即溝通能力、批判性思考能力(Critical thinking) 及創造力),並將之融入現行科目或學

習領域中,以提高學生建構知識的獨立學習能力。自此,「批判性思考」(Critical thinking) 一詞,在香港逐漸為人所熟悉。

但很可惜,本人認為由於教育當局翻譯上的謬誤,將西方提倡的Critical thinking譯為「批判性思考」,令不少學生只是按字面解釋,誤以為批評即等同思考,對很多事情還未作深入的分析,便妄

下定論,對他們分辨事物的邏輯能力,帶來了負面的影響。而縱觀整份「香港教育制度改革建議」,也未見教統局對「批判性思考」有任何明確或詳細的定義。2

「批判性思考」的學術背景

何謂「批判性思考」?其實所謂「批判性思考」(Critical thinking),並非什麼東西都批評,而是懂

得分辨事物的邏輯、衡量正反兩面的因素,從而作出理性客觀的分析。我們可以看看在一九四一

年最早提出Critical thinking的美國學者Edward Glaser是怎樣為「批判性思考」下定義的3:

我們認為「批判性思考」必須具備以下三項特質:

一、傾向以審慎的態度思慮議題和解決難題。

二、對理性探索與邏輯推理的方法有所認識。

三、有技巧地應用上述的方法。

1Goals 2000: Educate America Act.

2“香港教育制度改革建議"(二零零零年九月)

3Edward M. Glaser (1941) An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University.

一九九零年,一群美國學者發表一份聯合聲明,為「批判性思考」的定義達成了共識,其大致內容如下:

“我們認為「批判性思考」是一種有目的、自我規範的判斷,以解讀、分析、評核、預計,和解釋一切證據上、概念上、方法學上、標準厘定上,和背景資料上的因素,從而作出客觀的判斷……一個具有批判性思考的人,習慣性地喜歡發問和探索、對事物有全面的認知、仰賴於理性的分析、持開放的態度、懂得靈活變通、作出公正的評價、坦然面對自己的主觀偏見、審慎的作出判斷、並願意從新考慮已作出的判斷、對事物有清晰的瞭解、能有條理、有先後次序地處理複雜的事物、勤懇地做足夠的資料搜集、理性地選擇判別標準、聚焦於發問與探索,而且堅持追求在情況及環境許可下最精細、最準確的結論。"4

可見,無論是「批判性思考」(Critical thinking) 的原創者Edward Glaser,或是當代的學者,都認為「批判性思考」不是以批判為主,而是以客觀的理性分析為重心。

為何“Critical thinking”的中文翻譯出了問題

那麼為何我們的中文翻譯,會走出了「批判」這個意思呢?這就得歸咎於歷史的因素了。「批判」一詞的翻譯,最早可以追溯至一九三五年商務印書館出版的《純粹理性批判》胡仁源翻譯本。當時文白交替,社會動盪,白話文還處於實驗性的階段,而且胡先生並非直接由德語翻譯康德的《純粹理性批判》,而是隔了一重,由當時的英譯本翻譯過來,因此很多翻譯用詞都有商榷的餘地。而在英語裏,Critical也有多重的意思。根據英國牛津字典,Critical可以解釋為:

一、形容反對或不滿的評語或評價(例如:critical comment)。二、表現出或涉及分析文字或藝術作品的優劣(例如:critical appraisal)。三、對成功或失敗起決定性或關鍵性的作用(例如:critical effect)。四、病重而有死亡的威脅(例如:critical condition)。五、在數學和物理上由一個態勢轉換到另一個態勢(例如:critical conversion)。六、核子反應堆或燃料維持自我持續的連鎖反應(例如:critical mass)。5

在六個解釋當中「批判」只是其中一個。胡先生將Critique翻譯為「批判」,其實很值得商榷,但可以諒解他是出於哲學用法上的考慮(因為他翻譯的是艱深的哲學課本)。可是現在我們所討論的Critical thinking 是另一樣東西,是一九四一年才提出、一九九零年之後才普及的新概念,因此沒理由再沿用當時的翻譯,張冠李戴地把Critical thinking拆散為「批判性」和「思考」兩個概念,因為Critical thinking是一個完整的概念,必須理解為同一個詞組,而非兩個英文字的合成。

4Dr. Peter A. Facione (1990) Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction, a report for the American Philosophical Association.

5Compact Oxford English Dictionary (OED)

“Critical"字源的考證

況且,將Critical解釋為「批判」的意思,是一五九零年才出現的引申義。如果我們回到Critical 的本義,它是源自古希臘的字根krinein,即分開或分辨,絲毫也沒有負面批判或批評的意思。6可見,這個希臘字根的本義,其實是非常接近Critical thinking這個整體概念的。Edward Glaser相信就是採用了古希臘和拉丁字根,來為他的新概念而命名,因為這是西方學者的傳統:每逢發明一樣新的事物或概念,都會第一時間回到古希臘和拉丁文的字源,以古字根為新事物命名,將新的意思,重新賦予古字。因此每一個字,都能因應不同的時代和情況,而衍生出多種不同的歧義。Critical 就是這樣的一個例子。

結論與建議

本人認為教育當局在Critical thinking翻譯上的謬誤,反映出有關當局對Critical thinking欠缺認真的瞭解與深入的認知,及有關官員對此重要的教育概念掌握不足,間接導致教育工作者、學生,甚至是家長都對Critical thinking skills作了錯誤的理解,及在教室中作錯誤的指導,妨礙學生學習高層次思維(Higher-order thinking),和影響英語水平(誤以為一個字只得一種意思)。

基於上文對古希臘和拉丁字根的考證,和當代權威學者對Critical thinking的描述,本人認為應該將Critical thinking翻譯為「明辨性思考」或「分辨性思考」。以漢語的「辨」字來傳達古希臘文krinein(分開、分辨)的意思。這樣,則無論是古義或今義,都更為貼近Critical thinking的真正意思。7

最後,本人給政府有以下提問:

一、政府是否同意本人對Critical thinking的理解和分析?如有不同意,理由為何及有何根據?本

人歡迎政府回應及諮詢學術界的專業意見。

二、假如同意,可否儘快將Critical thinking的真正意思,闡釋給教育工作者作參考與指引?

三、政府可否帶頭修改Critical thinking的翻譯?

葉劉淑儀

6 1583, from L. criticus, from Gk. kritikos "able to make judgments," from krinein "to separate, decide."

Weekley, Ernest, An Etymological Dictionary of Modern English, John Murray, 1921; reprint 1967, Dover Publications.

7其他學者的建議包括有「辨識性思考」、「明審性思考」(古德明),和「慎思明辨」(龍應台)

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