论未成年人价值观教育有效性论题的假设前提

Hypothetical Premise of Minor Value Education Validity

本文论述了未成年人价值观教育有效性论题的二个假设前提——“未成年人价值观是可教的”及“对未成年人进行价值观教育是道德的”。结论是:(1)当“价值观可教”作为一个事实判断时,我们可以从事实上证明它的正确性。当“价值观可教”作为一个价值判断时,我们无法证明它的正确性。区分事实判断与价值判断,是对此问题作出正确回答的前提条件。(2)由于中国还没有步入成熟的现代社会并且是一个以社会取向为主的社会,注重集体主义的价值观,因此,道德相对主义理论对于目前的中国并不适用,但它为我们提供了重要的参考价值。在由传统向现代社会转型中的中国社会,对未成年人进行价值观教育是道德的。但是,这一结论并不意味着:使用强制的封闭的教育方法对未成年人进行价值观教育也是道德的。

The paper discusses two hypothetical premises of minor value education validity which were ＂Minor view of value is teachable＂ and ＂It is moral to advance the minor value education＂. The conclusions are as follows： 1） When ＂Minor view of value is teachable＂ is judged as a fact, we can prove its validity based on the fact. When ＂Minor view of value is teachable＂ is judged as a value, we cannot prove its validity. To tell the difference between fact judgment and value judgment is the precondition of making correct answers. 2） Under the condition that China hasn＇t stepped into the advanced modern society and is a society-oriented society with its main focus on collectivism, moral relativism is not applicable in present China, but it has provided very important reference value for us, In the transformation of traditional society to modem society, it is moral to advance the minor value education in China. However, the conclusion doesn＇t mean that it is also moral to advance the minor value education by the way of forcibly close educational methods.