“童心”的诠释与守护——中小学审美化德育的哲学根基与模式建构

Interpretation and Guardian of the Innocence——Philosophical Roots and Model Construction of the Aesthetic Ethical Education in Primary and Secondary

为对治当前德育功利化所造成的"功利主义症候群",加强德育的实效性与主动性,学界提出审美化德育模式,尝试通过美育的非功利、情感化和超越性特质以弥补现代性背景下规范伦理学占主流可能导致的道德虚伪与道德悖论。但由于没能为现代社会所必须的道德责任在主体内指定"价值之根",导致审美化德育模式陷入困境。现代美育家丰子恺汲取席勒审美思想中的"童心"观,对中国传统哲学中的"童心说"进行人道主义改造,从而建立起以"童心"为本体和动力的人性扩充与守护机制,为德育审美化奠定了坚实的哲学根基。

Scholars put forward aesthetic of moral education model. This model can solve the moral utilitarian caused by the ＂utilitarian syndrome,＂ to enhance the effectiveness and initiative of moral education. This modal can compensate for the moral hypocrisy and moral paradox through the non - utilitarian, emotional, and transcendental nature of aesthetic. Hypocrisy and paradox caused by those prevailing norms of ethics in the backdrop of modem. Modem society＇s moral responsibility must not be specified ＂roots of the value＂ in the main, leading to the aesthetic mode of moral predicament. Modem Aesthetic Experts---Feng zi- kai absorbed Schiller＇s ＂innocence＂ concept in the aesthetic thought. He transformed the ＂Childlike Innocence＂ in the traditional Chinese philosophy, to establish a mechanism for human expansion and guard with the ＂innocence＂ as ontology and power.qlais has laid a solid philosophical foundation for the moral aesthetics.