直接道德教学的德育价值——兼与刘长海教授商榷

The Educational Value of Direct Moral Instruction——A Discussion with Professor Liu Changhai

在《教育中的道德原理》中,杜威对直接道德教学的评断似乎成了现代德育课程设置的“悬案”。《杜威道德教育思想再认识——与高德胜教授商榷》一文提出,杜威“归根结底认为‘直接道德教学’有必要、有价值并且可以有实效”。但在理解杜威所言的直接道德教学是什么的问题上,在阐释杜威的道德观、道德教育观及杜威来华演讲的内容上,该文存在诸多有待商榷之处。以杜威1893年、1897年、1909年刊发的三篇有关学校道德教育和道德教学的论文为线索,以美国19世纪末到20世纪初直接道德教学理论和实践探索为背景,以杜威的道德观和道德教育观为基础,可以发现杜威否定那种直接教授道德的道德课程。杜威的否定既是针对当时教育实践层面的偏颇而具有现实必要性,也是基于其道德理论而具有理论必然性。然而,杜威对直接道德教学的否定论断值得再思,其道德理论中克服知识与行动的二元论问题的方式有待进一步探讨。

Dewey’s assertion about direct moral education in “Moral Principles in the Education” seems to become an unsolved case of modern moral education curriculum. Proposed by the thesis, “Rethinking Dewey’s Thoughts on Moral Education: An Inquiry into Some Opinions of Professor Gao Desheng”, Dewey firmly contends that direct moral education is necessary, valuable and effective. However, it remains controversial regarding Dewey’s definition of direct moral instruction, Dewey’s notion of morality and moral education, and Dewey’s key points of his speech in China. These debates need to be further investigated. It can be concluded that Dewey’s negative attitude towards direct moral instruction is unambiguous, suggested by Dewey’s three essays published in 1893,1897, and 1909,revealed from the context of the exploration of direct moral instruction in both theory and practice in America from the late 19 th century to early 20 th century, and based on Dewey’s notion of morality and moral education. It is practically necessary for Dewey to deny direct moral instruction because of the problems that existed in the practice of moral instruction at that time;and it is also theoretically inevitable for Dewey to negate it because of his special notion of morality. However, Dewey’s negation about direct moral education needs to be reconsidered, and the way that Dewey overcomes the dualism between knowledge and conduct in his moral theory should be further explored.