从约束道德到协作道德——皮亚杰对涂尔干德育思想的延续与超越

From Heteronomy Moral to Autonomy Moral——Piaget’s Continuation and Transcendence of Durkheim’s Moral Education Thought

从“约束道德”到“协作道德”的演进是对从涂尔干到皮亚杰德育思想的整体概括,彰示着延续与超越的实质联系。延续体现在约束道德的必然性及其转向协作道德的层次递进,以及道德研究从哲学思辨到科学实证的研究范式的丰富。皮亚杰不满足于涂尔干的保守主义与道德权威,以民主建构的精神发起对纪律约束的挑战,完成了对涂尔干约束道德的超越:批判被动服从的道德规则并提出儿童主动建构;从惩罚形式与惩罚者角度修订了民主自治的惩罚思想;揭开涂尔干标榜“自主自决”实则“纪律—自动化”的道德面具,以“协作—自主性”取代之。皮亚杰提出民主社会对自律道德的影响力,这超越了教育的囿域,从社会支持的立场寻求德育的根基与出路,给当下德育改革以启示。

The evolution from“Heteronomy moral”to“Autonomy moral”is the overall summary of the moral education thought from Durkheim to Piaget,which shows the essential connection between continuity and transcendence.The continuation is reflected in the inevitability of heteronomy and its gradual transformation to autonomy moral,as well as the enrichment of moral research paradigm from philosophical speculation to scientific demonstration.Piaget is not satisfied with Durkheim’s conservatism and moral authority.He challenged discipline with the spirit of democratic construction and completed the innovation of Durkheim’s heteronomy moral:criticized the moral rules of passive obedience and proposed that children actively construct rules;revised the punishment thought of democratic autonomy from the perspective of punishment form and punishment person;criticized Durkheim’s“self-determination”as“discipline-automation”and replaced it with“cooperation-autonomy”.Piaget put forward the influence of democratic society on self-discipline morality,which goes beyond the limits of education,and seeks the foundation and outlet of moral education from the standpoint of social support,giving enlightenment to the current moral education reform.