熔铸“知识公器”和闪耀“文化灵光”--德育理论研究的两种功能视角

Molding “Knowledge Tool”and Spreading “Cultural Aura”:Two Functional Perspectives in Moral Education Theory Research

新时代的德育研究需要深刻反思自身的研究范式和功能,并加以方法论层面的优化。"知识生产"的视角发人深思,但其暗含的对差异性和原创性的追求,可能会把德育理论研究带往一条"知性"路线和碎片化的境地。寻找其他可兹补充的视角或功能描述,从而形成整全的视域,就成为值得探索的问题。先秦时期的"文化"意涵以及当代中国鲁洁教授等学者的德育研究,都启迪了一种新的"文化"视角的可能性。本文将区别于"知识生产"视角而反映"文化"传递路径的视角,概括为"文化诠释",其强调的内容,既有根植于人类文明基础的宏大视野和境界本根之论,也有直指人心、精微灵动之"文光"。"知识生产"与"文化诠释"这两种视角相映成趣,对其来源、目标、相关隐喻、功能、评价标准等的对照比较可以将这两种视角的特点和价值阐释得更为清楚。这两种视角也反映了德育理论研究的两种功能或取向需要相互关联和彼此圆融。

Reviewing and summarizing the history of the study of moral education theory in China requires an effective perspective and a reflection on methodology. The perspective of "knowledge production ",though thought-provoking,seems to have its limitations.Its implicit emphasis on the pursue of difference and originality may lead research efforts on moral education theory to a direction of "intellectuality"and divergence. Thus,seeking alternative perspectives or functional descriptions for a more comprehensive view becomes a problem worth exploring.Drawing from the meaning of "culture"in the pre-Qin period and the study of moral education by Professor Lu Jie in contemporary China,this article proposes a possible alternative perspective.With a focus on the transmission path of "culture ",which distinguished itself from the perspective of "knowledge production",the "cultural interpretation"approach retains the emphasis in traditional perspectives: the grand vision and the root in the foundation of human civilization;the subtle yet embracing "text light"that shines directly upon human mind.The two perspectives of"knowledge production"and"cultural interpretation"can be productively read by comparing their sources,goals,metaphors that have been derived therefrom,functions,and evaluation criteria for a better understanding of their characteristics and values. These two perspectives also reflect the two functions or orientations of moral education theory,which need to be interrelated and compatible with each other.