公共空间意识教育:问题与实施——技术物道德化的角度

How to Cultivate the Public Space Awareness Education:From the Perspective of Moralization of Technical Artifacts

主流伦理学认为,只有人才具有能动性,可以称之为道德主体;技术物没有能动性,只能作为客体,客体与道德、道德教育无关;道德行动只能是人的行动。这种观点割裂了主客体关系,没有正确揭示出道德行动的发生机制。实际上,技术物可以具有道德性,可以对道德行动产生重要影响。就学校公共空间意识教育而言,技术物可促使学生在公共空间中生发新的道德体验和道德诠释,可为学生创造出新的公共空间的道德选择境遇,可给学生提供新的公共空间的道德行动的建议,因此,运用技术物可以培养人的公共空间意识,实施相关的公德教育。但现实中,很多学校都没有有意识地让技术物道德化,培养学生的公共空间意识,即便一些学校实施了技术物的道德化,也因为规范有余而活力不足,窄化了公共空间意识教育。为了充分发挥学校技术物在公共空间意识培养中的作用,学校技术物的设计者要充分意识到技术物的道德维度,从公共空间意识培养的角度出发,自觉以实践伦理学者的身份去设计和应用技术物。

Mainstream ethics believe that only human beings have agency and can be called moral subjects;Technical Artifacts have no agency and can only be regard as objects,and objects have nothing to do with morality and moral education;moral actions can only be human actions.This view separates the subject and object relationship and fails to correctly reveal the mechanism of moral action.In fact,Technical Artifacts may have moral agency,and have an important impact on moral action.Regarding of School public space awareness education,technical artifacts can encourage students to reconstruct the moral experience and interpretation,create the living situation with moral choice,and provide suggestions in line with moral in public space life.So the Technical Artifacts can cultivate the consciousness of public space.however,many schools do not have the awareness to moralize technical artifacts to cultivate public space awareness,even if the moralization of Technical Artifacts is implemented,it has insufficient vitality due to excess norms,which narrates the public space awareness education.To give full play to the role of school Technical Artifacts in cultivating public space awareness,the designers of school Technical Artifacts should be fully aware of the moral dimension of technology,realize that school is a public space,and consciously design and apply Technical Artifacts from the perspective of cultivating public space awareness.