家庭、学校与社会公众的德育责任--赫尔巴特德育思想的当代意义

On the Moral Education Responsibilities of Fam-ily,School and the Public Starting from the Re-exploration of Herbart's Thought on Moral Education

赫尔巴特在社会现实和人的理想存在状态之间建构的德育理念与措施,向我们清晰展示了道德教育的一个基本问题:学校的德育过程如何与青少年儿童的家庭生活以及与公共生活或公共活动建立关联,从而既拓展儿童的家庭生活和日常经验,也拓展他们对社会公共生活的参与经验和行动能力。这个过程在赫尔巴特的语境中也即训育。训育的真正任务是要在教育的整个进程中观察和纠正这样两个过程之间的关系,一是公共生活所需要的基本道德品格的训练过程,一是儿童最初的道德观念的训练过程。赫尔巴特的德育理念向我们表明,德育任务的推进与落实并不是学校一己之责,它需要家庭生活、学校交往共同体和社会公众三方的相互协作。同时由于形成道德品格的关键始终是在行动与交往,因而三方德育责任的交汇点是要共同为青少年儿童创设道德行动的空间与契机。

The basic principles and measures of moral education constructed by Her-bart between social reality and the ideal state of human existence show us clearly a funda-mental problem of moral education in the school:how the process of moral education in the school can be related to the family life of young children and to public life or public activi-ties,so as to expand children's family life and daily experience and to support and advance their future participation in the public life of society participation.The real task of moral cultivation(German:Zucht)lies precisely in observing and correcting,throughout the pro-cess of education,the relationship between the training process of the basic moral virtues re-quired for public life(i.e.,patience,acquisitiveness,and industry)and the training process of the three initial moral concepts of the child(i.e.,rectitude,goodness,and inner freedom).The implementation of moral education in the school cannot be accomplished by the school alone,but requires the collaboration of family life,the school community,and the public to create the space and opportunity for moral action for children and youth.