摘要

本論文說明狄更斯(Charles Dickens)在《艱難時代》(Hard Times) 一書中批判教育議題，乃小說家針對他個人認為有礙社會延續因素的反應之寫照。此書問市當時，柏克貝克教育學院 (Birkbeck schools) 創辦人，以及其功利導向的教育方法（utilitarian educational methods），對當時教育有舉足輕重的影響，而這正是狄更斯視為妨礙社會延續發展的亂源。本文援引Richard Aldrich、R.G. Collingwood、John Dewey、John Henry Newman、以及 Raymond Williams的論述，說明教育乃社會得以世代延續進步之推手。然而透過分析柏克貝克學院的教育方式，本文進一步闡述狄更斯的見解，亦即功利取向的教育，未能傳授社會永續發展的正面價值觀，對社會反而有害。
本論文同時也討論小說中Louisa 與 Tom Gradgrind受功利主義主導的教育殘害，當他們還是孩童時，功利教育不但無助於其道德感、同理心、情感和想像力之培育，更讓他們成年後無法成功融入社會。是故本論文以《艱難時代》所關照之教育議題切入，審視十九世紀中葉英國現況，視小說為可考歷史資源（historical resource），並提供讀者賞析狄更斯作品的嶄新理解。

關鍵字：教育、伯克貝克學院、功利的、《艱難時代》、狄更斯。

ABSTRACT

This thesis sets out to demonstrate how Dickens’ critique of education in Hard Times is a response to what he perceived to be a danger to the continuation of society: the utilitarian educational method used in the Birkbeck schools, whose founder was highly influential in education during the time the novel was written. In a discussion of the ideas of Richard Aldrich, R.G. Collingwood, John Dewey, John Henry Newman, and Raymond Williams, it affirms that education is the means by which a society progresses from generation to generation. It includes analysis of the methods used in the Birkbeck schools, and Dickens’ view that replacing education with utilitarian education is harmful to society because the latter does not promote values that ensure the continuation of society.
In addition, this thesis discusses how the lives of Louisa and Tom Gradgrind are ruined by a utilitarian educational method as they are unable to integrate successfully into society because their moral, empathic, emotional, and imaginative capacities were not nurtured when they were children. By studying Hard Times as a commentary on educational issues in England during the 1850s, my thesis offers a new conception of the novel as a historical resource.

Keywords: education, Birkbeck schools, utilitarian, Hard Times, Dickens.

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