好德如好色何以可能——情感德育合理性的现象学考察

How Is It Possible That a Person Love Virtue no Less Than Other Nice Things? An Phenomenological Examination of the Rationality of Emotional Moral Education

通过对情感体察善恶的内在过程、情感体察善恶功能的正常发挥和强大的道德行动能力形成对情感特性的内在要求依次进行现象学分析发现,情感可以本质直观到先天价值和价值秩序,而情感体察善恶的过程就是一个对价值的正负属性和价值等价的高低进行判断的过程。情感善恶体察功能的正常发挥,需要建立在情感之“正”“中”“诚”的基础上,而强大的道德行动能力需要情感之“坚”来加以保障。学校可以通过呵护并继续发展个体基础性的正向情绪体验、培养学生诚心正意的能力、培养学生的情绪调节能力以及合理表达情感的能力、培养学生良好的道德品味,来培养学生的正向情感、真诚情感、中和情感、坚定情感,以此来保障情感德育的有效施行。

Through the phenomenological analysis of the internal process of perceiving good and evil, the internal requirements of emotional characteristics on the normal play of the function of perceiving good and evil and on the formation of the strong moral action capacity, we find that the emotion can be intuitive to the inherent value and value order. The perception of good and evil by emotion is a process of judging the positive and negative attributes of value and the level of value. Its function of perceiving good and evil needs to be based on the “integrity”, “centrality” and “honesty” of emotion, while the strong moral action ability needs the “firmness” of emotion to guarantee it. School should cultivate students’ positive emotion, sincere emotion, moderate emotion and firm emotion to guarantee to practice emotional moral education successfully by taking care of and continuing to develop individual basic positive emotional experience, cultivating students’ ability to be sincere, cultivating students’ ability to adjust their emotions and to reasonably express their emotions, and cultivating students’ good moral taste.