“知性”与“体验”:两种历时性德育范式的共时性界说

Intellectuality and experience:the synchronous definition of two diachronic moral education paradigms

"知性"与"体验"是两种历时性的德育范式,各有不同的作用特点与范围。知性德育在理性与科学主义基础上建构了系统化、科学化的道德理论体系和德育方法论,但因对人文关怀的遮蔽且与生活疏离而陷入困境;体验德育虽回归了生活世界,凸显了生命价值存在的意义,但单纯的体验德育可能造成价值引导的缺失和教育成效低下。从"知性"与"体验"两种德育范式融通的新角度,将两种德育范式进行共时性界说,则可以生态性地构建"知性-体验"德育实践范式,以顺应德育理论和实践的需求。

The intellectuality-based moral education and the experience-based moral education are two kinds of diachronic moral education paradigms.The former is now faced with dilemma due to its separation from humanistic concern and real life.The latter highlights the value of life;however,sheer experience-based moral education is inefficient.For this reason,this paper proposes an "intellectual-experience"moral education paradigm by defining the two paradigms synchronously.