摘要
在道德哲学的意义上,道德教育的"中国形态"是"‘精神’形态",而非西方式的"理性"形态。"精神形态"的道德教育展现为"伦—理—道—德"四要素、"居伦—由理—明道—成德"四环节的伦理与道德同一的价值生态与精神过程。在此过程中,道德教育要义是:"从实体出发";学会"为伦理思考所支配";培育"冲动形态的伦理";获得"伦理上的造诣"。"居伦由理"是伦理认同,"明道成德"是道德自由,道德教育与个体道德发展是伦理过程与道德过程的精神统一,其中,伦理与伦理过程具有基础性与现实性意义。由此,个体便由"自然存在者"透过"精神"努力,提升为"伦理存在者"。道德教育是一个价值生态和精神过程,回归"精神"传统,是中国道德教育为解决现代性世界性难题做出的可能文化贡献。
In the meaning of moral philosophy, "the China form" of moral education is "the spirit form ", rather than western "rational form". "The spirit form" of moral education is the valuable ecology combined with the four elements of "Lun--Li--Dao--De", and the educational ecology combined with the four links of the "the home of Lun the law of Li the rule of Dao the structure of Virtue". Main ideas of these four links are as follows: "starting from the entity or the spiritual home", "learning to think dominated ethically", cultivating "the ethics of impulse form ", and achieving "ethical attainments". Moral education and individual moral development are the spiritual unification of the ethical and moral process , in which the ethics and ethical process has the basic and realistic significance. Therefore, the individuals are promoted to the "ethic existence" from the "natural existence" through "spirit" efforts. Moral education is a value ecological and spiritual process. Returning to the tradition of "spirit" will be cultural contributions made by China's moral education to solve the worldwide problem of modernity.
出处
《教育研究》
CSSCI
北大核心
2013年第2期44-53,共10页
Educational Research
基金
江苏省高校重点研究基地道德哲学与中国道德发展研究所承担的全国教育科学规划重点课题"多元文化
网络技术条件下青少年道德教育的特点和规律研究"(课题批准号:DEA070062)
教育部重点研究基地重大项目"中国传统伦理精神与道德教育范型"(课题批准号:2009JJD720026)
2010年全国哲学社会科学重大招标课题"现代伦理学诸理论形态研究"(课题批准号:10AZX004)和重点课题"伦理道德的精神哲学研究"(课题批准号:10&ZD072)的研究成果