有故事的人：從聽/讀/看（別人的）故事到說/寫（自己的）故事—敘事、道德認同與品德教育

Character education is widely regarded as an educational endeavor aimed at cultivating virtues. While this approach is supported by theoretical foundations and practical feasibility, the researcher is concerned that stopping at this point might lead to the problem of “missing the forest for the trees,” meaning it might overlook the “holistic character” of the individual. To address this shortcoming, the researcher suggests using the concept of “moral identity” as a new entry point. This concept offers a perspective of “character integration,” enabling us to examine the importance of morality in personal self-identity. This raises two key questions: How can we understand and develop an individual’s moral identity? To address these questions, the study proposes a narrative approach to character education, building on the work of Tappan and Brown. This approach, which involves telling or writing one’s own moral stories and expressing personal moral viewpoints, helps individuals clearly understand which moral values they support and identify with. Furthermore, the reflective insights gained through narrative reflection, along with the accompanying moral residues—such as feelings of shame, guilt, or satisfaction—can further consolidate an individual’s moral identity or serve as a catalyst for genuine moral transformation. In this way, the narrative approach can simultaneously enhance the development of moral identity and assist in its assessment. Finally, the researcher intends to propose a comprehensive model of “narrative” character education. This model encompasses the traditional methods of “listening／reading／watching others’ moral stories” and extends to the previously overlooked aspect of having the moral subject (the learner) “tell／write their own moral stories.” The aim is to clarify how each of these elements contributes to shaping and developing the individual’s own “moral identity.”