為探索《莊子》作為兒童哲學及倫理教育資源的可能性，基於《莊子．應帝王》的渾沌寓言在10-12歲學童的探究團體中開展了哲學探究。兒童在討論中提出了「為什麼要給渾沌鑿七竅」、「渾沌是否需要鑿七竅」、「渾沌是否（會）想要七竅」等問題，並給出了充滿想像力的回答；他們展現出與差異倫理學高度契合的思考，但也意識到在面對「多元他者」時差異倫理學可能遇到的困難；通過設想渾沌可能具有的語言文化脈絡，兒童提出了多種通過「語言習取」來實現「外推」的路徑。此探究說明《莊子》寓言能幫助兒童發展「以行為對象為中心」的倫理思考方式和「走向多元他者」的倫理行動模式；兒童也完全可以作為充滿創造性的思想者，參與到中國哲學的詮釋與研究中。

In order to explore the possibility of using the Zhuangzi as resources of Philosophy for Children (P4C) and ethics education, a philosophical inquiry based on Hundun’s story in Chapter 7 of the Zhuangzi is conducted in a community of inquiry consisted of children aged 10-12 years. During the discussion, children raised questions such as “Why do Shu and Hu want to bore seven holes on Hundun?” “Does Hundun need to have seven holes bored?” and “Does (or would) Hundun want to have seven holes?” and gave fantastic responses. Children demonstrated ways of thinking highly in line with the Ethics of Difference, but they also realized its difficulties when we encounter Many Others. By assuming that Hundun comes from a certain linguistic and cultural context, children came up with approaches of “strangification” using the strategy of language appropriation. This inquiry shows that stories in the Zhuangzi are useful in developing ethical thinking that is patient-centered and ethical practice that steps out from oneself towards Many Others. Also, it shows that children can participate in the interpretation and research of Chinese philosophical texts as creative thinkers.