儿童道德概念的隐喻教学

The Metaphorical Teaching of Moral Concepts for Children

受唯科学的工具理性的影响,儿童道德教育一方面在科学世界将知识化的道德概念推举到教育直接目的的高度,另一方面又难以在生活世界找到道德概念价值实现的立足点,导致道德概念教学陷入以下困境:抽离出生活世界、僭越为道德目标、降阶为僵化的知识。然而,道德概念是隐喻的,它源自人的感知经验且呈现在人类的生活世界,是人们思维和赖以生存的方式。现代认知神经科学和行为实验证实,儿童已能将抽象的道德概念隐喻表征在具体的感受上,可以借助他们在社会文化实践中的身体经验理解并体认道德知识。这为道德概念的隐喻教学提供了心理机制,为儿童道德概念学习重回生活世界、实现道德概念事实存在与价值存在的统合提供了基本的依据和原则。

Moral education for children,influenced by the instrumental rationality of scientism,upholds that moral concepts in the form of objective knowledge are the final end of education.However,this type of moral education cannot find the anchor point for realizing the value of moral concepts in children's life world.This problem traps the teaching of moral concepts into the following three dilemmas:Moral education flies away from life experiences;Moral concepts overstep the goal of moral education;Moral education is degraded to some rigid knowledge.Nonetheless,moral concepts are metaphorical,derives from people's sensory experiences,and represents our life world.They are actually the ways of people's thinking and living.The results of cognitive neuroscience and behavioral experiments have indicated that children can represent the abstract moral concepts into some concrete experiences with the aid of their body experiences in the sociocultural practice,by which they understand and internalize the abstract knowledge of moral principles.These results illustrate the psychological mechanisms of the metaphorical teaching of moral concepts.Furthermore,they provide the foundation and principles to facilitate the teaching of moral concepts for children back to life world and to realize the integration of facts and values of moral concepts.