现代西方终身德育三种理论模式及其特征分析——基于社会建构主义的视角

Analyzing the Three Theory Patterns of Lifelong Moral Education in the Modern Western Countries and Their Characteristics

终身德育理论最早由西方学术界提出,旨在运用分阶段的、贯穿人一生的道德教育解决由于社会变迁、人自身发展所引发的阶段性的道德困境,以适应人自身发展的需要、满足社会发展对道德教育的诉求。终身德育在长期的发展、完善过程中,形成了具有鲜明特征的西方终身德育理论模式。其中,保罗·朗格朗的社会学习终身德育模式、彼得·贾维斯的实用主义终身德育模式和莫尔·莱斯特的人本主义终身德育模式最具代表性,它们共同体现了终身德育所具有的鲜明特征,即阶段性、生活性、人本性和社会性。

Lifelong arising from moral education theory, first proposed by western scholars, is to solve the periodical problems social changes and human development by applying the phased moral education throughout a person＇s life for the purpose of meeting the demands of society and the needs of people in their own development. The western lifelong moral education has formed three patterns with their own characteristics in its long-run development to perfectness. The following three patterns are most typical ones： Paul Lengrand＇s lifelong moral education of Social Learning, Peter Jarvix＇ s pragmatic lifelong moral education theory and Mal Leicester＇s humanistic lifelong moral educa- tion theory. And all of them embody the features of lifelong moral education：stage, life, humanism and sociality.