德育创新不能背离教育的历史逻辑和德育的基本原理——与高德胜教授商榷

The Innovation of Moral Education Should Not Deviate from the Historical Logic of Education and the Basic Principles of Moral Education--Consulting with Professor Gao Desheng

学校德育应关注儿童的生活世界与现实利益,但学校德育与儿童的生活世界保持恰当的距离,并主动引领和建构人们的道德生活更是学校教育发展的必然结果和要求。从教育史、哲学、逻辑学、伦理学和德育学等角度分析,有的生活德育论者置教育的历史与现实以及一些基本原理和常识于不顾,否定人类道德行为的认知前提,鼓吹直觉、潜意识等非理性主义。所谓"在生活中展开的德育其过程与生活过程相一致"的生活德育论,无视学校德育的自觉性,夸大生活德育的教育功能,将青少年品德形成发展规律与学校德育规律混为一谈,甚至混淆了德育学科的基本概念。

The school moral education should pay attention to the children＇s life world and their actual benefits, but it is the necessary result and request of the development of the school education that should keep the proper distance with the children＇s life world to lead and construct the people＇s moral life actively. Analyzing from the multi-disciplinary perspective of educational history, philosophy, logic, ethics and the science of moral education, it is found out that some scholars of the theory of life moral education turn a deaf ear to both the history and reality of education and the basic principles and common sense of education. They neglect the cognition premise of human moral behavior, and advocate the non-rationalism as intuition and sub-consciousness, etc. The theory of life moral education advocates ＂the process of moral education in life is the same as the process of life＂, and disregards the consciousness of the school moral education and overemphasizes the educational function of the life moral education. The theory of life moral education confuses the law of teenagers＇ moral development with the law of school moral education. Even it confuses the basic definitions of the moral education, etc.