从“故事法”到人的“叙事性存在”:叙事性道德教育的转向

From “Story-telling Method” to Human's “Narrative Existence”:the Turning of the Narrative Moral Education

叙事并非单纯的"讲述故事",而是一种具有伦理性的人的存在方式。当代道德教育在对叙事的认识上始终局限于"故事法"的观念,这不仅窄化了关于叙事的理论研究与教育实践,也无法从根本上揭示叙事与人的道德成长之间的关系。在存在论视域中重新认识道德教育中的叙事,叙事将不再只是故事,而是表现为述者与听者之间的交往活动。叙事与人的道德、人的生活融为一体,在人的伦理生活与道德自我发展中有重要的构成性意义。视角与观念的转变意味着道德教育在对叙事进行研究时,相应的研究视点、研究框架、研究的理论基础以及实践关切上都应当有新的思路,拓展出新的问题研究领域。

Narrative is the human’s ethical existence rather than simple story-telling. However,modern moral education always treats narrative from the view of＂story-telling method＂,which not only narrows the research and practice of narrative,but also can not reveal the essential relationships between narrative and human’s moral development. When our view converts to the existentialism,narrative will no longer be stories but the activity between narrator and audience. Narrative,human’s morality and human’s lives have been integrated into one. In the development of human’s ethical life and moral-self,narrative has a constructional meaning. The turning of the view also means a huge change in the research of moral education narrative,which needs to have a new recognition on perspective,framework,theoretical basis and educational practice,together with forming a new question-researching area.