僭越与复归:基于“道德”的道德评价

Arrogating and Reverting:“Morality”——based Moral Evaluation

道德评价的僭越是我国长期以来形成的传统德育文化的产物,亦是规范伦理思维和工具理性在学校道德教育中的反映,其根本原因在于对"道德"本身理解的异化和矮化,从而导致学生道德自我的缺场和道德教育的不道德等一系列的道德困境,不利于学生形成正确的道德认知和道德发展。因此,教育者应坚守学生立场,彰显道德评价应有的道德性,在厘清道德的合理性阈限的基础上,提供与领域相一致的引导与反馈,通过"道德"来培养道德,乃是增强道德评价实效性的一个基本方向。

The arrogating of the moral evaluation is formed by the traditional moral culture in our country for a long time, which reflects the normative ethics thought and the instrumental rationality of moral education at school. Its basic reason lies on alienating and dwarfing of understanding in morality itself, which can lead to a series of moral dilemmas, including the lack of students＇ moral self and immorality of moral education. It is bad for students to form correct moral cognition and moral development. Therefore, educators should stick to the student＇s position, clarifying the rational liminality and the according guidance or feedbacks, so as to manifesting the morality of moral evaluation.