朝向美好生活的道德教育:可能性、挑战与应对

Moral Education Towards the Good Life:Possibilities,Challenges and Responses

道德教育应指向人的美好生活的建构,其兼具外在与内在可能性,前者源于美好生活作为“至善”给道德教育提出的要求,后者则是源于道德与美好生活之间的本然性关系。但朝向美好生活的道德教育在现代社会面临着诸多挑战,包括美好生活的“去道德化”“个人化”,以及现代学校道德教育对美好生活的疏远。因此,在具体实践中,应向学生传达一种完整的美好生活观,帮助学生理解道德在美好生活实现中的独特价值,培育学生在追求美好生活过程中的道德敏感性,引导学生将道德规范融入追求美好生活的行动中。

Moral education should point to the construction of human’s good life,which has both external and internal possibilities.The former comes from the requirements of good life as the supreme good for moral education,while the latter comes from the natural relationship between morality and good life.However,moral education towards the good life faces many challenges in modern society,including the“demoralization”and“personalization”of the good life and the alienation of school moral education from the good life.Therefore,in specific practice,it is necessary to convey a complete concept of the good life to students,help students understand the unique value of morality in the realization of the good life,cultivate students’moral sensitivity in the pursuit of the good life,and guide students to integrate moral norms into the pursuit of the good life.