农村生态伦理教育的现实藩篱与路径解析——来自“民胞物与”思想的启示

Realistic Tensity and Countermeasure Analysis Integrated Into Rural Ecological Education——Thought of “People Are My Brothers and All Things Are My Friends”

宋代张载从"天人关系、人物关系、人世关系"三个维度阐述"民胞物与"思想,其核心思想就是爱人爱物,这种生态伦理思想是宝贵思想资源。随着人们在自在世界和人化世界的中心主体地位不断巩固,形成以满足人们需要和利益为核心的伦理价值观,"越富越光荣"的财富伦理和农民的利己主义导致农民在追求财富与发展的过程中注重经济利益而忽视生态伦理。农村生态伦理教育方面欠缺制度保障,尚未形成乡镇政府、村级组织和村民主体协同配合,这些因素共同制约"民胞物与"融入农村生态伦理教育。农村生态伦理教育需要因地制宜逐步推进,要在主体上注重协同性,在内容上注重通俗性,在方法上注重实践性。"民胞物与"的思想精华需要与时代诉求相对接,融入乡村振兴的发展战略中,融入农村生态伦理教育宣传中,才能实现传统文化的创造性发展。

Rural environmental pollution impair villagers＇ lives and hinder the sustainable development of rural society.Research shows that the ecological ethics of villagers need to be optimized,the ecological ethics responsibility of the villagers need to be strengthened,ecological ethics behavior should be cultivated.The economic rationality of the villagers is above the ecological rationality.Rural ecological ethics education lacks of institutional norms.The rural ecological ethics education lacks life orientation.The rural ecological ethics education lacks relevant principal cooperation.These factors constitute the influence factors restricting the education of rural ecological ethics.Rural ecological ethics education should be combined with the construction of system norm,with the production life experience of villagers,with team construction,and with the cooperative mechanism for rural grassroots organizations.