高校道德教育的生命关怀
摘要
道德教育的生命关怀是以生命存在为出发点的,缺乏生命关怀的道德教育永远无法成为生命本身的需要。本文对生命与道德的关系,以及生命关怀在道德教育中的实施做了全面的探讨,提出将生命关怀思想加入高校道德教育,拓展高校道德教育的深度和广度,以期在一定程度上解决因生命关怀缺失而造成的现实性困境。这是对现有道德教育的反思,是对多种道德教育理论成果的借鉴和吸收,是基于现实的研究。
生命对个人和社会来说都是最宝贵的,无论是哲学还是生物学都从未停止过对人的生命的关注。通过对中西方文化中生命与道德概念的研究,本文认为生命与道德存在着密切的内在联系。而道德教育是直面人的生命,通过生命,为了生命的一种事业。它的目的就在于教导人们保护生命存在,提升生命境界,追求生命意义,所以生命关怀应当成为高校道德教育的价值选择。
但是由于历史、社会、学校教育以及大学生个人等多方面原因,高校道德教育仍存在生命关怀缺失的现象,具体表现为教育理念无我化、教育目标理想化、教育方式线性化、教育评价简单化和教育环境狭隘化。
因此,本文从高校道德教育的现实出发,提出道德教育生命关怀实施的一些对策,包括要树立以生命关怀为取向的道德教育理念,确立符合生命发展规律的道德教育目标,增补贴近学生生活世界的道德教育内容,注重生命体验的道德教育方式,并采取关注生命整体发展的道德评价。相信随着理论和实践的逐步深入,高校道德教育的生命关怀将取得更大发展。
The moral education without life concerns can never be the need of the life. The relationship between life and morality, and the implementation of life concerns in moral education were comprehensively discussed in the paper. Life concerns should exist in the college moral education to deepen and expand the range of moral education. We looking forward the positive effects against the loss of life concerns caused by the reality. It is a reflection of existing moral education; it is absorb and draw the fruits of variety moral education theories.
The life is the most precious thing both for individuals and society; either philosophy or biology has never stopped the concerns of human life. According to the researches on the definition of life and morality in Chinese and western culture, we believe that that life and morality have a deeper and inner relationship. Moral education is a kind of career which faces the life, through the life, for the life. Its purpose is to teach people to protect the existence of life, to enhance the state of life, and to pursuit of the meaning of life. Therefore, life concern should be the most valuable choice of moral education.
Unfortunately, due to the reasons from the history, the society, colleges and students, there is still a lack of life concern in moral education. The specific performances include indifferent educational philosophy, unrealistic educational goal, rigid educational methods, invalid educational evaluation and limited educational environment.
Under the reality of moral education, some measures were supposed: establishing life-oriented moral educational principle, moral educational goals following the law of development of life, adding some contents from real life to moral education, focusing students' moral experiences and paying close attention on life's development. With an exploration in educational objectives, content, teaching methods, and evaluation methods, college moral education will achieve a development both in theory and practical field.
生命对个人和社会来说都是最宝贵的,无论是哲学还是生物学都从未停止过对人的生命的关注。通过对中西方文化中生命与道德概念的研究,本文认为生命与道德存在着密切的内在联系。而道德教育是直面人的生命,通过生命,为了生命的一种事业。它的目的就在于教导人们保护生命存在,提升生命境界,追求生命意义,所以生命关怀应当成为高校道德教育的价值选择。
但是由于历史、社会、学校教育以及大学生个人等多方面原因,高校道德教育仍存在生命关怀缺失的现象,具体表现为教育理念无我化、教育目标理想化、教育方式线性化、教育评价简单化和教育环境狭隘化。
因此,本文从高校道德教育的现实出发,提出道德教育生命关怀实施的一些对策,包括要树立以生命关怀为取向的道德教育理念,确立符合生命发展规律的道德教育目标,增补贴近学生生活世界的道德教育内容,注重生命体验的道德教育方式,并采取关注生命整体发展的道德评价。相信随着理论和实践的逐步深入,高校道德教育的生命关怀将取得更大发展。
The moral education without life concerns can never be the need of the life. The relationship between life and morality, and the implementation of life concerns in moral education were comprehensively discussed in the paper. Life concerns should exist in the college moral education to deepen and expand the range of moral education. We looking forward the positive effects against the loss of life concerns caused by the reality. It is a reflection of existing moral education; it is absorb and draw the fruits of variety moral education theories.
The life is the most precious thing both for individuals and society; either philosophy or biology has never stopped the concerns of human life. According to the researches on the definition of life and morality in Chinese and western culture, we believe that that life and morality have a deeper and inner relationship. Moral education is a kind of career which faces the life, through the life, for the life. Its purpose is to teach people to protect the existence of life, to enhance the state of life, and to pursuit of the meaning of life. Therefore, life concern should be the most valuable choice of moral education.
Unfortunately, due to the reasons from the history, the society, colleges and students, there is still a lack of life concern in moral education. The specific performances include indifferent educational philosophy, unrealistic educational goal, rigid educational methods, invalid educational evaluation and limited educational environment.
Under the reality of moral education, some measures were supposed: establishing life-oriented moral educational principle, moral educational goals following the law of development of life, adding some contents from real life to moral education, focusing students' moral experiences and paying close attention on life's development. With an exploration in educational objectives, content, teaching methods, and evaluation methods, college moral education will achieve a development both in theory and practical field.
引文
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[33]王乐蓉,蒋禄全.生命化教育与生命教育之比较[J].新课程研究,2008(6)：131
[34]卢梭,李平讴译.爱弥儿[M].商务印书馆,1996,289
[35]肖雪慧,韩东屏.主题的沉沦与觉醒[M].贵州人民出版社,1988,144～146
[38]Nel Noddings. A Morally Defensible Mission for Schools in the 21st Century[M].Phi Delta Kappan,Jan95,Vol.76,Issue 5,p:365
[40]石中英,余清臣.关怀教育：超越与界限——诺丁斯关怀教育理论述评[J].教育研究与实验,2005(4)
[41]朱小蔓,刘慧,刘惊铎.德性成长与生命中的情感体验[J].教育参考,2002(12)
[42]张曙光.生命哲学[M].云南人民出版社,2001,384
[43][51][53][59][65]解筱杉.中学道德教育的生命关怀[D].西南大学硕士学位论文,2006,25,28,27,36,
[44]埃里希·弗洛姆,王泽应等译.人的呼唤—弗洛姆人道主义文集[M].上海三联书店,2009,5
[45]刘小枫.现代性社会理论绪论[M].上海三联书店,1998,171,173,517,521
[46]马克思韦伯,洪天富译.儒教与道教[M].江苏人民出版社,1995,178
[47]麦金太尔,龚群等译.德性之后[M].中国社会科学出版社1995,9
[48][49][50]丹尼尔·贝尔,赵一凡等译.资本主义文化矛盾[M].三联书店,1989,96,序论
[55]檀传宝.学校道德教育原理[M].教育科学出版社,2000,47
[56]潘玉芹.当代大学生生命道德教育研究[D].南京农业大学硕士学位论文,2007
[57]弗里德利希·冯·哈耶克,邓正来译.自由秩序原理上卷[M].三联书店,1997,164
[58]联合国教科文组织总部,联合国教科文组织总部中文科译.教育：财富蕴藏其中[M].教育科学出版社,1996,84
[64]陈友松.当代西方教育哲学[M].教育科学出版社,1982,116
[68]John Wilson. A New Introduction to Moral Education[M].Cassell,1990,32
[69]赵祥麟,王承绪编译.杜威教育论著选[M].华东师范大学出版社,1981,248
[70]王玄武,武汉大学思想政治教育系组编.比较德育学[M].武汉大学出版社,2003,170
[71]刘敬妍.试论生命教育观在高校德育中的应用[D].哈尔滨工业大学硕士学位论文,2006,31
[2][9]张彦杰.追求生命境界的中国哲学[J].重庆科技学院(社会科学版),2008(1)
[3]张曙光.生存哲学[M].云南人民出版社,2001,70
[4]王媛.生命教育理念探[D].河南大学硕士学位论文,2002,5
[5][25][27]樊浩.道德形而上学体系的精神哲学基础[M].中国社会科学出版社,2006,87
[6]方立天.中国佛教哲学要义[M].北京中国人民大学出版社,2002,5
[7][8]金小方.试论佛教的生命观[J].安徽大学学报哲学社会科学版,2004(4)：25
[10]刘铁芳.生命的价值与尊严[J].天津市教科院学报,2005(1)
[11]杜维明.现代精神与儒家传统生活[M].生活·读书·新知三联书店,1997,65
[12][17]冯建军.生命与教育[M].教育科学出版社,2004,34,141
[13][16]埃德加·莫兰,陈一壮.迷失的范式：人性研究[M].北京大学出版社,1999,108,5-6
[14][15]刘慧.生命德育论[M].人民教育出版社,2003,29～31
[18]德斯蒙德·莫里斯,何道宽译.裸猿[M].复旦大学出版社,2010,4
[19]马斯洛,许金声译.动机与人格[M].北京华夏出版社,1987,53
[20]弗兰克尔,常晓玲译.意义与人生[M].中国轻工业出版社,2000,导4
[21]兰德曼,阎嘉译.哲学人类学[M].贵州人民出版社,2006,257
[22]现代汉语词典(2002年版)[M].商务印书馆,259
[23][54][48][52][61][62][63]金生鈜.德性与教化[M].湖南大学出版社,2003,323,326,331-333
[24][67][74]拉瑞·P·纳希,刘春琼、解光夫译.道德领域中的教育[M].黑龙江人民出版社,2003,168,174
[26]姚兴中.道德活动论[M].中国人民大学出版社,1990,9
[28]叶澜,郑金洲,卜玉华.教育理论与学校实践[M].高等教育出版,2000,136
[29][31][37][39][54][60][66]侯晶晶.关怀德育论[M].北京：人民教育出版社,2005,287,262,260,279
[30][72][73]白秀杰.生命化德育的理论与实践形态研究[D].东北师范大学硕士学位论文,2006,10
[32][36]袁桂林.当代西方道德教育理论[M].福建教育出版社,2005,297
[33]王乐蓉,蒋禄全.生命化教育与生命教育之比较[J].新课程研究,2008(6)：131
[34]卢梭,李平讴译.爱弥儿[M].商务印书馆,1996,289
[35]肖雪慧,韩东屏.主题的沉沦与觉醒[M].贵州人民出版社,1988,144～146
[38]Nel Noddings. A Morally Defensible Mission for Schools in the 21st Century[M].Phi Delta Kappan,Jan95,Vol.76,Issue 5,p:365
[40]石中英,余清臣.关怀教育：超越与界限——诺丁斯关怀教育理论述评[J].教育研究与实验,2005(4)
[41]朱小蔓,刘慧,刘惊铎.德性成长与生命中的情感体验[J].教育参考,2002(12)
[42]张曙光.生命哲学[M].云南人民出版社,2001,384
[43][51][53][59][65]解筱杉.中学道德教育的生命关怀[D].西南大学硕士学位论文,2006,25,28,27,36,
[44]埃里希·弗洛姆,王泽应等译.人的呼唤—弗洛姆人道主义文集[M].上海三联书店,2009,5
[45]刘小枫.现代性社会理论绪论[M].上海三联书店,1998,171,173,517,521
[46]马克思韦伯,洪天富译.儒教与道教[M].江苏人民出版社,1995,178
[47]麦金太尔,龚群等译.德性之后[M].中国社会科学出版社1995,9
[48][49][50]丹尼尔·贝尔,赵一凡等译.资本主义文化矛盾[M].三联书店,1989,96,序论
[55]檀传宝.学校道德教育原理[M].教育科学出版社,2000,47
[56]潘玉芹.当代大学生生命道德教育研究[D].南京农业大学硕士学位论文,2007
[57]弗里德利希·冯·哈耶克,邓正来译.自由秩序原理上卷[M].三联书店,1997,164
[58]联合国教科文组织总部,联合国教科文组织总部中文科译.教育：财富蕴藏其中[M].教育科学出版社,1996,84
[64]陈友松.当代西方教育哲学[M].教育科学出版社,1982,116
[68]John Wilson. A New Introduction to Moral Education[M].Cassell,1990,32
[69]赵祥麟,王承绪编译.杜威教育论著选[M].华东师范大学出版社,1981,248
[70]王玄武,武汉大学思想政治教育系组编.比较德育学[M].武汉大学出版社,2003,170
[71]刘敬妍.试论生命教育观在高校德育中的应用[D].哈尔滨工业大学硕士学位论文,2006,31
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