以色列中小学道德教育的多轨模式与整体性建构

The Multi-track Model and Integral Construction of Moral Education in Israeli Primary and Secondary Schools

犹太文明十分重视对犹太人的德性培养,这种民族传统在以犹太人为主体的以色列建国后得到了延续和发展。以色列中小学阶段道德教育的总体特征为“多轨并行,整体建构”。其中,国家教育体系道德教育模式以“做以色列合格公民”为根本指向,突出了国家层面公民道德的培养;宗教教育体系道德教育模式更为注重“洁净犹太性”,趋近于原教旨主义﹔国家宗教教育体系则居二者之中,强调“犹太-以色列意识”的培育,以“民族-国家”道德为黏性,有机结合宗教因素与政治因素,力图以“犹太-以色列”的同源性来增强德育的实效性。这一道德教育模式看似国家教育与宗教教育的总和,事实上,三者却指向了培养政治国家层面的公民、宗教信仰层面的选民、民族文化层面的人民三种性质不同的德育目标。非犹太教育体系则以将少数族裔培养“成为以色列人”作为德育的主要目标。这四条德育轨道长期共存、并行不悖,以继承和弘扬犹太传统文化为主旨,兼顾了现代民族国家所需的民主与平等,构成了独具特色的以色列学校德育现象和行动范式。总体来看,以色列中小学道德教育的整体性建构是不断发展、动态平衡的,宗教与世俗、东西方犹太人、主体民族与少数民族之间的博弈始终贯穿其中。

The Jewish civilization attaches great importance to the cultivation of Jewish virtue,and this national tradition has been continued and developed after the foundation of the country of Israel.The Israeli primary and secondary schools have implemented the four-track parallel moral education mode,which has constructed a system of moral norms with its own characteristics in order to be a qualified Israeli citizen,maintain Jewishness,cultivate Jewish-Israeli consciousness,and become the explicit direction of moral education for Israelis.In multi-track parallel moral education practice,multiple patterns can be combined with historical tradition,cultural background according to their aptitude to specific guidance of moral values,but these four tracks all point to the same end,the moral construction of the state of Israel.Therefore,the top design also emphasizes the integral construction of Israeli citizens and common religious morality,forming the greatest consensus with moral appeal,and providing spiritual support for the cultivation of national cohesion and national characters.