摘要
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.
出处
《全球教育展望》
CSSCI
北大核心
2018年第2期97-104,共8页
Global Education
基金
教育部人文社会科学研究规划基金项目"‘德性’竞争与道德教育"(项目批准号:17YJA880087)
江苏省高校哲学社科研究基金项目"学校道德教育中的竞争及其有效性研究"(项目批准号:2016SJB880141)
江苏理工学院教改重点项目"基于‘一专多能’的师范生人才培养模式研究"(项目编号:11611011710)的阶段性研究成果
江苏理工学院社科培育项目的资助
江苏省高校哲学社会科学优秀创新团队"江苏职业教育现代化研究"(项目批准号:2017ZSTD020)
关键词
道德
道德评价
僭越
道德发展
morality
moral evaluation
Arrogating
moral development