黑格尔教育实践中的道德教育思想研究

A Study of Moral Education Thought in Hegel′s Educational Practice

黑格尔在《法哲学原理》的道德部门中提出了道德的主观局限性,他在近三十年的道德教育实践中致力于破解道德的主观局限性,积极参与教育改革,在他的部分哲学著作中论述了关于道德教育的理论问题,而且将他的道德教育思想渗透到教育的各个环节中。在教学中,特别关注语言教学和学科教学中蕴含的道德教育成分,其中包括古代语言、母语、外语等语言教学以及数学、地理、绘画等学科中包含的道德教育内容,对当今时代发挥隐性课程的思想政治教育作用具有借鉴价值;在训练中,通过从管教到修养的过渡,达到道德修养的养成,使道德理念完全成为一个人的道德行为习惯,达到了道德意识与道德行为的同一;在精炼中,通过艺术、宗教、哲学中蕴含的道德教育内容,使个人的道德达到最高的精神境界,即“绝对精神”。黑格尔认为,道德教育的目标“人之为人”在精炼的环节得以实现,达到人的精神的最高境界和最高形态。黑格尔的客观唯心主义哲学有着严重的缺陷,但其中关于道德教育的思想具有现实价值。

Hegel put forward the subjective limitations of morality in the moral department of the Principles of the Philosophy of Law,and he devoted himself to breaking the subjective limitations of morality in the practice of moral education for nearly thirty years,actively participated in educational reform,discussed theoretical issues about moral education in some of his philosophical works,and infiltrated his ideas of moral education into all aspects of education.Hegel′s philosophy of objective idealism has serious flaws,but its ideas on moral education have practical value.Therefore,special attention should be paid to the moral elements in language teaching and subject teaching,such as mathematics,geography,painting and other disciplines in the new era.