德性视域下的美国当代品格教育研究
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摘要
思想政治教育是要在人的成长过程铸就一种品格,让行动者在活动中自主选择,它起于行为,稳定于习惯,伴随着情感,依托理智,内化为品格,升华于信念,体现于理想。作为思想政治教育实施“三层次”的中间层次,“德性品格养成”在行使着承上启下的重要作用,既指导着“自然人”行动规范的内化培养,又为达成最后的政治价值认同要求而不断打造相应的“社会人”。而使人的行动符合规范,是社会化的起码要求。
当今时代,多元价值观主导下的文化掌控全球已经是一个不争的事实。正处于社会主义现代化建设进程中的中国在各个领域面对多样化文化和多元价值的挑战,其中品格教育问题就是一个日益严重且需要直接面对的社会问题和教育问题。为此我国当前思想政治教育研究的方向之一就是如何在多样性文化和多元价值观的现实境遇下,通过对伦理现代性问题的正确处理,在社会现实中创造出统一上述内在矛盾的新型教育范式。而在现代道德教育模式不断推陈出新力图席卷全球的背景下,作为现代社会发展的先行者,美国面对当代全球社会的道德危机困境,在西方伦理学界反思所得的现代德性伦理学运动基础上,于20世纪末期开始了以德性伦理学为伦理哲学基础的道德教育模式——品格教育的复兴探索。本文从德性理论的角度出发研究美国品格教育运动,拟深入探讨美国传统品格教育在新时期复兴的深刻社会根源和核心规律,在哲学思考的基础上构思多样化文化和多元价值社会中的道德教育新范式的理论性思路,希望能对中国的现实提供一个可参考的借鉴。
本文主体部分由四章正文构成。
引论。主要内容包括：研究缘起和问题提出、研究目的和意义、研究现状综述、研究思路及研究方法等,并对德性、品格及品格教育等相关概念进行解读。
第一章：“品格教育的哲学范式：德性伦理”。从德性伦理的视角出发,探究德性是否可教、是否需教和如何基于品格教育的维度进行施教等问题。
第二章：“美国当代品格教育的德性伦理诉求”。分别探究美国品格教育的德性伦理渊源和近现代品格教育对德性伦理的追寻,同时在对近现代品格教育没落进行德性反思后考察当代品格教育的德性伦理基础,从而明确当代品格教育回归的现代价值。
第三章：“美国当代品格教育的德性实践方略”。从美国道德教育遭遇的现代伦理困境出发,从品格教育运动的核心德目构建、道德社群构建和社会保障构建三个维度解构美国当代品格教育的核心范畴,从德性伦理的角度考察当代品格教育运动的发生、发展及变迁。
第四章：“美国当代品格教育的德性启迪”。基于前几章对美国当代品格教育的理论与实践的分析,反思当前多样化文化社会中核心德性共识构建和德性教育路径构建的应然性与必然性。同时呼应绪论中提出的问题。
结语主要是对前面内容作概述性总结和补充说明,并指出本论文需要商榷之处。结合当前现状,将研究的意义向纵深处提升。
本文的创新之处在于研究视角比较独到。作为现代道德教育构想大多借鉴西方的理论资源,却又有着五千年文明史和三千年的道德教育史的泱泱大国,如何引“他山之石”,为我所“攻玉”,从容应对多样化文化,实现中国未来的可持续发展和中国公民社会的建立,有必要深入研究并借鉴当代西方道德教育的先进之处。
The aim of ideological political education is to forge a kind of personalities, which is to let a person choose his life freely. Such kind of Education is originated from one's behavior, formed in his habits, companied with sentiment, supported by sense, internalized in his moral character, sublimated in his beliefs, embodied with his ideals. As the middle implementing level of ideological political education, the cultivation of moral character has most influence on guiding'natural'man's internal behavior and forging social human according to identification of political value, which will urge a person's behavior corresponding with social rules.
Today the true fact is that the world is deeply influenced by multi-cultural value. China has had to face the challenge of multi-culture and multi-value during the periods of modern building process, there being a serious social and educational problem---how to developing character education. There is such a kind of research direction of the contemporary ideological moral education in China, how to create new model of modern moral education in social realities according to dealing with the problems of modern ethics correctly under the situations with multi-value. The United States as the predecessor of the development of modern societies, has been facing the dilemma of moral crisis in the global fields under the situations of contemporary character education considering with getting rid of the stale and bring forth the fresh with the hope of influencing the global world. The thesis researched the contemporary character education based on virtue ethics, which discussed the deep social fountain and the deep rules in American traditional character education. The author designed a kind of new moral education norms in the multi-cultural and multi-valued society on the basis of philosophy thinking, which may support a thinkable pattern for Chinese realities.
The main body part of this dissertation consists of four chapters as follows:
Introduction includes the following parts:the origin of the research, the proposal of the question, the purpose and significance of the research, literature review, the methodology of the study.etc. In addition, the relevant concept of virtue, character and character education will be interpreted in this part.
Chapter one:Philosophical Paradigm of Character Education:Virtue Ethics. In light of virtue ethics, this part will discuss if virtue can be taught, if it is necessary to teach and how to teach based on virtue education and so on.
Chapter two:Appeal of Virtue Ethics on American Contemporary Character Education. In this part, what will be studied fall into two parts:virtue ethics origin of American character education and modern character education pursuing for the virtue ethics. Meanwhile, after reflecting the decline of modern character education, this dissertation will analyze its virtue ethics basis so as to ensure the modern value of regression of character education.
Chapter three:Implementation Scheme of Virtue on American Contemporary Character Education. In terms of American moral education suffering from modern ethics dilemma, core category of American modern character education will be destructed from three following dimensions:the core virtue construction of character education movement, construction of moral community and social security construction. Furthermore, from the perspective of virtue ethics, the emergence, development and changes of contemporary character education will be studied.
Chapter four:Virtue Enlightenment of American Contemporary Character Education. Based on the theoretical and practical analysis of previous chapters on American modern character education, it will illustrate sollen and necessity of the consensus construction on core moral and approach construction on virtue education. Meanwhile, this part will refer to the questions once more that are proposed in introduction.
Conclusion will summarize the former content, make a complement and point out the deficiency. Combing the recent research, this part will enhance the research meaning.
The innovation of this dissertation lies in the unique perspective. Although our country boasts5000years history of civilization and3000years history of moral education, most of modern moral education conceptions borrow from western theories. In order to make full use of others' strength to fulfill and perfect ourselves, smoothly face the Diversification and globalization and realize the sustainable development and establishment of civil society, it is necessary to deepen this research and learn from the modern western moral education.
当今时代,多元价值观主导下的文化掌控全球已经是一个不争的事实。正处于社会主义现代化建设进程中的中国在各个领域面对多样化文化和多元价值的挑战,其中品格教育问题就是一个日益严重且需要直接面对的社会问题和教育问题。为此我国当前思想政治教育研究的方向之一就是如何在多样性文化和多元价值观的现实境遇下,通过对伦理现代性问题的正确处理,在社会现实中创造出统一上述内在矛盾的新型教育范式。而在现代道德教育模式不断推陈出新力图席卷全球的背景下,作为现代社会发展的先行者,美国面对当代全球社会的道德危机困境,在西方伦理学界反思所得的现代德性伦理学运动基础上,于20世纪末期开始了以德性伦理学为伦理哲学基础的道德教育模式——品格教育的复兴探索。本文从德性理论的角度出发研究美国品格教育运动,拟深入探讨美国传统品格教育在新时期复兴的深刻社会根源和核心规律,在哲学思考的基础上构思多样化文化和多元价值社会中的道德教育新范式的理论性思路,希望能对中国的现实提供一个可参考的借鉴。
本文主体部分由四章正文构成。
引论。主要内容包括：研究缘起和问题提出、研究目的和意义、研究现状综述、研究思路及研究方法等,并对德性、品格及品格教育等相关概念进行解读。
第一章：“品格教育的哲学范式：德性伦理”。从德性伦理的视角出发,探究德性是否可教、是否需教和如何基于品格教育的维度进行施教等问题。
第二章：“美国当代品格教育的德性伦理诉求”。分别探究美国品格教育的德性伦理渊源和近现代品格教育对德性伦理的追寻,同时在对近现代品格教育没落进行德性反思后考察当代品格教育的德性伦理基础,从而明确当代品格教育回归的现代价值。
第三章：“美国当代品格教育的德性实践方略”。从美国道德教育遭遇的现代伦理困境出发,从品格教育运动的核心德目构建、道德社群构建和社会保障构建三个维度解构美国当代品格教育的核心范畴,从德性伦理的角度考察当代品格教育运动的发生、发展及变迁。
第四章：“美国当代品格教育的德性启迪”。基于前几章对美国当代品格教育的理论与实践的分析,反思当前多样化文化社会中核心德性共识构建和德性教育路径构建的应然性与必然性。同时呼应绪论中提出的问题。
结语主要是对前面内容作概述性总结和补充说明,并指出本论文需要商榷之处。结合当前现状,将研究的意义向纵深处提升。
本文的创新之处在于研究视角比较独到。作为现代道德教育构想大多借鉴西方的理论资源,却又有着五千年文明史和三千年的道德教育史的泱泱大国,如何引“他山之石”,为我所“攻玉”,从容应对多样化文化,实现中国未来的可持续发展和中国公民社会的建立,有必要深入研究并借鉴当代西方道德教育的先进之处。
The aim of ideological political education is to forge a kind of personalities, which is to let a person choose his life freely. Such kind of Education is originated from one's behavior, formed in his habits, companied with sentiment, supported by sense, internalized in his moral character, sublimated in his beliefs, embodied with his ideals. As the middle implementing level of ideological political education, the cultivation of moral character has most influence on guiding'natural'man's internal behavior and forging social human according to identification of political value, which will urge a person's behavior corresponding with social rules.
Today the true fact is that the world is deeply influenced by multi-cultural value. China has had to face the challenge of multi-culture and multi-value during the periods of modern building process, there being a serious social and educational problem---how to developing character education. There is such a kind of research direction of the contemporary ideological moral education in China, how to create new model of modern moral education in social realities according to dealing with the problems of modern ethics correctly under the situations with multi-value. The United States as the predecessor of the development of modern societies, has been facing the dilemma of moral crisis in the global fields under the situations of contemporary character education considering with getting rid of the stale and bring forth the fresh with the hope of influencing the global world. The thesis researched the contemporary character education based on virtue ethics, which discussed the deep social fountain and the deep rules in American traditional character education. The author designed a kind of new moral education norms in the multi-cultural and multi-valued society on the basis of philosophy thinking, which may support a thinkable pattern for Chinese realities.
The main body part of this dissertation consists of four chapters as follows:
Introduction includes the following parts:the origin of the research, the proposal of the question, the purpose and significance of the research, literature review, the methodology of the study.etc. In addition, the relevant concept of virtue, character and character education will be interpreted in this part.
Chapter one:Philosophical Paradigm of Character Education:Virtue Ethics. In light of virtue ethics, this part will discuss if virtue can be taught, if it is necessary to teach and how to teach based on virtue education and so on.
Chapter two:Appeal of Virtue Ethics on American Contemporary Character Education. In this part, what will be studied fall into two parts:virtue ethics origin of American character education and modern character education pursuing for the virtue ethics. Meanwhile, after reflecting the decline of modern character education, this dissertation will analyze its virtue ethics basis so as to ensure the modern value of regression of character education.
Chapter three:Implementation Scheme of Virtue on American Contemporary Character Education. In terms of American moral education suffering from modern ethics dilemma, core category of American modern character education will be destructed from three following dimensions:the core virtue construction of character education movement, construction of moral community and social security construction. Furthermore, from the perspective of virtue ethics, the emergence, development and changes of contemporary character education will be studied.
Chapter four:Virtue Enlightenment of American Contemporary Character Education. Based on the theoretical and practical analysis of previous chapters on American modern character education, it will illustrate sollen and necessity of the consensus construction on core moral and approach construction on virtue education. Meanwhile, this part will refer to the questions once more that are proposed in introduction.
Conclusion will summarize the former content, make a complement and point out the deficiency. Combing the recent research, this part will enhance the research meaning.
The innovation of this dissertation lies in the unique perspective. Although our country boasts5000years history of civilization and3000years history of moral education, most of modern moral education conceptions borrow from western theories. In order to make full use of others' strength to fulfill and perfect ourselves, smoothly face the Diversification and globalization and realize the sustainable development and establishment of civil society, it is necessary to deepen this research and learn from the modern western moral education.
引文
① Samuel Smiles. (2006). Character. Middlesex, TW, UK:Echo Library, p.2.
②参见高国希.论思想政治教育的目标与途径[J].思想理论教育,2008,(11)：4.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：401。亦可参见[古希腊]亚里士多德全集：第9卷[M].北京：中国人民大学出版社,1997：264.
②论语：季氏
③高国希.论思想政治教育的目标与途径[J].思想理论教育,2008,(11)：4.
④“行动”不同于“行为”,我们可以有“无意识行为”,但不会有无意识“行动”,从道德、思想、政治的角度而言,用“行动”更贴切。参见高国希.论思想政治教育的目标与途径[J].思想理论教育,2008,(11)：9.
⑤ Tom L. Beauchamp. (2001). Principle of Biomedical Ethics,15th ed. Oxford:Oxford University Press, p.26.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10.
①礼记：学记
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.149.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10-1103a15.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a30.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1105a15.
⑥[美]汉娜·阿伦特.公共领域和私人领域[G]//汪晖,陈燕谷主编.文化与公共性.北京：生活·读书·新知三联书店,2005：58.该句引文出自陶里尼安版阿奎那全集(1922)索引。"politicus"一词在文本中并未出现,但索引正确概括了托马斯·阿奎那的意思(可从《神学大全》I.96.4；ii.2.109.3中得到印证)。
⑦中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第1卷(第2版)[M].北京：人民出版社,1995：119.
① David K. Hart. (1984). The Virtuous Citizen, the Honorable Bureaucrat, and "Public" Administration. Public Administration Review,44(3), pp.111-120.
② Leonie Huddy. (2001). From Social to Political Identity:A Critical Examination of Social Identity Theory. Political Psychology,22(1), p.127.
③[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1337a10.；也可参见[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1310a10-35.
④参见高国希.论思想政治教育的目标与途径[J].思想理论教育,2008,(11)：8-9.
① Paula Marie Dawidowicz. (2000). The Impact of Cultural Diversification on Education in a Closed Culture. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA.2000-05-24-28.
②檀传宝.多元文化时代中国德育的必然选择[M]／／[美]罗伯特·J·纳什.德性的探询：关于品德教育的道德对话(Answering the "Virtuecrats":A Moral Conversation on Character Education)李菲,译.北京：教育科学出版社,2007：1.
③ Keith Banting & Will Kymlicka. (2006). Introduction:Multiculturalism and the Welfare State:Setting the Context. In Keith Banting & Will Kymlicka(Ed.). Multiculturalism and the Welfare State:Recognition and Redistribution in Contemporary Democracies. Oxford, UK: Oxford University Press, pp.1-48.
④ Keith Banting & Will Kymlicka. (2006). Introduction:Multiculturalism and the Welfare State:Setting the Context. In Keith Banting & Will Kymlicka(Ed.). Multiculturalism and the Welfare State:Recognition and Redistribution in Contemporary Democracies. Oxford, UK: Oxford University Press, pp.1-48.
①参见郑富兴,李桢.道德教育的现代性问题——关于美国品格教育争论的伦理学分析[J].比较教育研究,2002,(6)：24.
②[法]夏尔·阿列克西·德·托克维尔.美国的民主(De La Democratie en Amerique)[M].董果良,译.北京：商务印书馆,1988：3.
① Barry I. Chazan. (1985). Cotemporary Approaches to Moral Education:Analyzing Alternative Theories. New York, NY:Teachers College Press.
①原文为："Had the people of the United States been educated in different principles; had they been less intelligent, less independent, or less virtuous can it be believed that we should have maintained the same steady and consistent career or been blessed with the same success?" United States Congress. (1816). Senate, United States. President (1817-1825:Monroe). Journal of the Senate of the United States of America:being the second session of the Fourteenth Congress, begun and held in the city of Washington, December 2nd ed.,1816. And in The Forty-first Year of the Sovereignty of the Said United States. Washington, D. C.:William A. Davis..
②毛泽东.毛泽东选集：第1卷[M].北京：人民出版社,1991：209.
①[日]中村元.比较思想论[M].吴震,译.杭州：浙江人民出版社,1987：3.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, pp.86-87.
①中共中央.中共中央关于印发《公民道德建设实施纲要》的通知[G]//教育部思想政治工作司,组编.加强和改进大学生思想政治教育重要文献选编(1978-2008).北京：中国人民大学出版社,2008：315.
②联合国教科文组织.学会关心：21世纪的教育——圆桌会议报告[C].王一兵,译.//国家教育委员会国家教育发展研究中心,中国教科文组织全委会秘书处.未来教育面临的困惑与挑战一一面向21世纪教育国际研讨会论文集.北京：人民教育出版社,1991：20.
①中共中央.中共中央关于印发《公民道德建设实施纲要》的通知[G]//教育部思想政治工作司,组编.加强和改进大学生思想政治教育重要文献选编(1978-2008).北京：中国人民大学出版社,2008：317.
②美国德育心理学家科尔伯格把传统的以德目为内容的道德教育称之为“美德袋”教育,指的是教育者代表社会把一部分被社会认为是重要的德目装入一个“布袋”,然后从袋中“摸”出特定的德目教给下一代学生。虽然代与代之间以及同时代的不同文化之中在德目的选择上可能存在差异,但是其核心德目则被认为是共同的和亘古不变的。科尔伯格喻讽这种“美德袋”德育将越传越旧,终于成为有待抛弃的“破旧布袋”。
③王坤庆,吴亚林.走出传统德育研究的误区[J].云梦学刊,1996,(3)：44. ① William John Bennett. (1993). The Book of Virtues:A Treasury of Great Moral Stories. New York, NY:Simon & Schuster.; William John Bennett. (1995). The Moral Compass:Stories for a Life s Journey. New York, NY:Simon & Schuster.
② Marva Collins & Civia Tamarkin. (1990). Marva Collins'Way,2nd ed. Los Angeles, CA: Jeremy P. Tarcher, Inc..
③ William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books.
⑤ Edward A. Wynne & Kevin Ryan. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company.
⑥ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.5.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
① Jacques S. Benninga. (1991). Moral, Character, and Civic Education in the Elementary. New York:School Teachers College Press.
② Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press.
③ Kevin Ryan & Thomas Lickona(Ed.). (1992). Character Development in Schools and Beyond, 2nd. (George F. McLean(Ed-). Cultural Heritage and Contemporary Change Series VI. Foundations of Moral Education, Vol 3). Washinton, D.C.:The Council for Research in Values and Philosophy.
④ Douglas H. Heath. (1994). Schools of Hope:Developing Mind and Character in Today s Youth (Jossey Bass Education Series). San Francisco, CA:Jossey-Bass Inc. Publishers.
⑤ Henry A. Huffman. (1994). Developing a Character Education Program:One School District's Experience. Alexandria, VA:Association for Supervision and Curriculum Development.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
②《教育领导》(Educational Leadership)系国际监督和课程发展协会(Association for Supervision and Curriculum Development, abbr. ASCD)的旗舰刊物,是世界公认的教学和学习新思路和做法的权威信息来源。ASCD是会员制的国际性非盈利性组织,1943年成立,拥有100多个成员国和超过175,000个会员。协会主要任务是为会员提供发展计划、产品和服务,提高教育领导能力。http://www.ascd.org/publications/educational-leadership.aspx.
③《菲德尔卡潘》(Phi Delta Kappan)系国际教育机构Phi Delta Kappa自1915年以来出版的一份专业教育杂志,主要涉及所有教育工作者的政策层面问题,倡导“研究型学校的改革”。Phi Delta Kappa(abbr."PDK"or "PDK国际”)是一个国际性的教育工作者专业机构,总部设在美国印第安纳州的布卢明顿(Bloomington)。 http://www.pdkintl.org/kappan/kappan.htm.
④ Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan,79(6), p.453.
⑤[美]A·威尔森(Andrew Wilson).美国道德教育危机的教训[J].湘学,译.国外社会科学,2000,(2)：54.
① Roger Rosenblatt. (1995). Who'll Teach Kids Right from Wrong? The Character Education Movement Thinks the Answer Is the Schools. New York Times Magazine.1995-04-30.
② Kenneth A. Bruffee. (1993). Collaborative Learning:Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, MD:Johns Hopkins University Press.
③ Lisa D. Delpit. (1995). Other People s Children:Cultural Conflict in the Classroom. New York, NY:New Press.
④ Colin Greer & Herbert R. Kohl. (Eds.). (1995). A Call to Character:A Family Treasury of Stories, Poems, Plays, Proverbs, and Fables to Guide the Development of Values for You and Your Children. San Francisco, CA:HarperCollins Publishers.
⑤ Doborah Meier. (1995). The Power of Their Ideas:Lessons for America from a Small School in Harlem. Boston, MA:Beacon Press.
⑥ George W. Nobit & Van O. Dempsey. (1996). The Social Construciton of Virtue:The Moral Life of Schools. Albany, NY:State University of New York Press.
① Judith Renyi. (1993). Going Public:Schooling for a Diverse Democracy. New York, NY: New Press.
② Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.431.
③ Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.433.
④ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press.
⑤ James Davison Hunter. (2000). The Death of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books. ① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.30.
② Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.30.
③ Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.429.
④ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.10.
⑤ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.13.
⑥ Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan,79(6), p.453.
⑦ Jacques S. Benninga & Edward A. Wynne. (1998). Keeping in Character:A Time-tested Solution. Phi Delta Kappan,79(6), p.444.文章指出,品格教育教授的价值和美德可以概括为：体现《美国宪法》、《权利法案》和其它文件的原则,如正义、公民的权利和责任、出版自由、宗教信仰自由等；许多品格教育著作间接提到的共同的核心美德；越来越多的社区为自己的孩子采纳的共同的核心美德；1992年阿斯彭宣言的六个支柱；宗教传统美德。
① See Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan, 79(6), p.449-453.
② Thomas Lickona. (1996). The Eleven Effective Principles of Character Education. The Journal of Moral Education,25(1), pp.99-100.
③ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc..
④ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc..
⑤ Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc..
Timothy Rusnack (Ed.). (1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc..
①休·哈特肖恩(Hugh Hartshone)和马克·A·梅(Mark A. May)在20世纪20至30年代进行了一项重要的研究来证实儿童诚实品格形成的因素。研究发现,很少有学生表现出诚信的行为,大多数学生会骗人,行为自私。从研究数据上看,德行与背景有关,儿童在一些情况下有欺骗或撒谎的行为,而在另外一些情景下则不会有。研究成果表明：几乎每个儿童都在某个时候欺骗过,欺骗的频率主要取决于特定的情景。
②参见：魏贤超.现代德育原理[M].杭州：浙江大学出版社,1993；戚万学.冲突与整合——20世纪的西方道德教育理论[M].济南：山东教育出版社,1995；郭本禹.道德认知发展与道德教育——柯尔伯格的理论和实践[M].福州：福建教育出版社,1999.
①[美]威廉姆·贝内特.美德书[M].何吉贤,译.北京：中央编译出版社,1999；[美]威廉姆·贝内特.道德指南针：终身受用的哲理寓言和故事[M].周启凡,译.海口：海南出版社,2001；[美]托马斯·里考纳.美式课堂——品质教育学校方略[M].刘冰等,译.海口：海南出版社,2001.；[美]玛多娜·墨菲.美国“蓝带学校”的品性教育[M].周玲、张学文,译.北京：中国轻工业出版社,2002.；[美]托马斯里考纳.美式家庭：品质教育家长对策[M].喻佑斌、罗文盛,译.海口：海南出版社,2001.
①本段引文均引自袁桂林.当代西方道德教育理论[M].福州：福建教育出版社,1995：264.
②郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006.
③丁锦宏.品格教育论[M].北京：人民教育出版社,2005：2.
④唐汉卫.现代美国道德教育研究[M].济南：山东人民出版社,2010：110-114.
①晏妮.美国新品格教育的历史与思想沿革[J].当代教育论,2008,(13)：113-115.作者认为新品格教育思想是对杜威教育思想的沿革和价值澄清理论的反思,而关怀体谅学派为美国品格教育的复兴提供了一些新的思路。
②李旭.美国青少年品格教育探析[J].宁波大学学报,2003,(1)：72-73.作者指出美国品格教育回归的表现在于：各种品格教育机构纷纷成立,形式多样的品格教育研讨会令人目不暇接；有关品格教育的论著大量涌现；品格教育运动得到国家和政府的支持。
③檀传宝.第三次浪潮：美国品德教育运动述评[J].北京大学教育评论,2003,(2)：37.
④杜禾.试论当代美国品格教育理论的局限[J].比较教育研究,2011,(11)：51.
⑤徐爱杰.美国品德教育运动的基本观点及分析[J].中国教育学刊,2007,(4)：31.作者在文中介绍了阿兰·罗克伍德和“品格教育伙伴”的定义。
①朱维霞.美国学校品格教育的特点及启示[J].唯实,2005,(4)：58.作者指出,美国的品格教育目标是培养合格公民或好公民、民主公民,围绕这一目标,民主教育的内容分为两部分,一是政治人格的培养；二是道德品性的养成。
②郑航.美国品格教育发展中的理论分歧及其整合[J].比较教育研究,2005,(7)：57-59.作者认为,美国品格教育的各种理论或主张之间存在明显分歧,这种分歧既包括非广义品格教育内部的分歧,也包括非广义品格教育与广义品格教育的各种理论或主张之间的分歧。
③郑富兴,李桢.道德教育的现代性问题——关于美国品格教育争论的伦理学分析[J].比较教育研究,2002,(6).文章从现代性的角度,根据自由主义和社群主义的伦理学争论,分析了美国关于品格教育的争论。文章认为,这场争论是美国道德教育的两条道路之争；其思想根源是伦理学上的自由主义和社群主义之争,其性质是进入现代社会以后产生的道德教育的现代性问题,即学校道德教育存在的学校的契约性与社群性、道德观的连续性与非连续性、主体性与规范性、教育模式的普遍性与特殊性的内在矛盾关系的割裂。
④杨韶刚.道德认知与品格教育：一种整合的道德心理学取向[J].思想理论教育,2011,355(6)：28-32.
⑤李西丰.社群主义视域中的美国新品格教育[J].沈阳大学学报,2011,(4).作者指出20世纪80年代末美国青少年糟糕的道德状况和现代道德教育的困境诱发了美国新品格教育的兴起,以社群为基本特征的新品格教育表达着自身的价值诉求——达成道德共识。
⑥张香兰.简析美国的品格教育及对我国道德教育的启迪[J].内蒙古师范大学学报,2003,(3)：33.
⑦何期.美国品德教育的复兴及其启示[J].学术论坛,2007,(1)：193-194.
⑧王晓娥.美国品格教育复兴对我国德育的启示[J].教学与管理,2011,(27).；冯洁.美国品德教育的复兴及其启示[J].江苏社会科学,2009,(S1).
①杨韶刚.品格教育：一种新的道德心理学研究取向[J].思想·理论·教育,2002,(5)：24-25.该项目名为“在品格教育中发挥作用的主要因素是什么”,八个有效地促进品格发展的因素即：对学生的尊重和关爱、积极的角色榜、给学生提供发挥自主性和影响力的机会、提供思考、争论与合作的机会、使命和标准、提供社会技能训练、提供参与道德行为的机会和父母和社区的参与。
②戚万学.何谓有效的品格教育——美国CEP及其教育的基本原则[J].外国教育研究,2001,(4)：45-49.
③施铁如.美国品格教育实践与研究[J].教育导刊,2001,(7)：11-12.美国品格教育联盟、伦理与品格促进中心、第4和第5R中心等组织的品格教育实践策略,以及华盛顿杰弗逊初级中学,乔治亚州的西点小学的成功案例
④姬会然.美国新品格教育的实践策略解读[J].现代中小学教育,2007,(9)：48-50.
⑤郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,(11)：88.
⑥郑富兴.美国中小学品格教育实践中的故事法探析[J].外国教育研究.2002,(11)：42-45.
⑦刘波.美国预备教师对于品格教育态度的研究——以对哈丁大学计划取得教师资格证本科生取样研究为例[J].河北理工大学学报(社会科学版),2010,(6).
⑧杜冰.如果成功的秘诀是失败怎么办——美国精英高中的品格教育困境[J].人民教育,2012,(2).
⑨许瑞芳.美国当代品格教育运动概览及启示[J].基础教育,2010,(1)：30-31.作者提出,美国当代品格教育复兴运动及品格教育理论的发展反映了美国对道德教育规律认识的不断深入,我国应加强德育研究和德育实践的相互联系,以理论的发展带动德育实践。
⑩彭虹斌.美国学校品格教育的现状、特点及其对我国品格教育的启示[J].广西教育 学院学报,2010,(1)：147.作者认为美国有半数左右的州将品格教育的具体内容写进了法案,我国应借鉴他们的经验,将具体的、符合中国国情或被世界广泛认可的品格或美德规范写进国家或地方的教育法案。
①杨海艳.美国品格教育对我国高校德育的启示——兼论如何提高《思想道德修养与法律基础》教学实效[J].职业技术教育,2007,(8)：87.作者指出美国品格教育提出的“要发展品格,学生必须有进行道德行动的机会”理念值得借鉴,我国高校德育不能仅停留在理论教学中,应是知、情、意、行的统一。
②丁锦宏.品格教育：向右摆动的“钟摆”——美国品格教育发展与面临问题的探究[J].南通师范学院学报,2003,(1)：119-120.作者认为,美国品格教育面临五个方面的批评包括：“如何看待普遍出现的社会问题?学校功能的世纪聚焦；如何看待人的本性?道德教育逻辑起点的论争；教育的根本目标是什么?教育目标的天平在‘人’与‘社会’之间的两难抉择；什么价值、谁的价值?教育内容合法性质询；是灌输,还是建构?‘外铄’与‘内发’模式的世纪对立”。
③丁道勇.品格教育：观点与评论[J].外国教育研究,2008,(3)：77.作者认为美国品格教育应对社会问题的思路存在问题；价值与行动没有直接联系；把教育当成训练；榜样法应用不当；品格教育的效果值得怀疑。
④陈洁.美国品格教育运动及其对学生思想政治教育的启示[J].思想政治教育研究,2010,(7)：135-137.作者认为美国品格教育缺少统一的理论指导和统一的组织领导,内涵和外延均含混不清,而且来自学校内外部的阻力影响了品格教育的开展。
⑤陈慧铭.利考纳新品格教育理论与我国的个人品德教育[D].济南：山东大学,2009；蒋建微.托马斯·里克纳的品格教育思想研究[D].重庆：西南大学,2008；杨超.里考纳品格教育思想述评[D].济南：山东师范大学,2001.
⑥苏艳.美国新品格教育及其对我国高校德育的启示[D].南京：南京师范大学,2011.；宁芬芬.美国品格教育实践研究[D].上海：华东师范大学,2011.；刘佳.美国新品格教育对我国未成年人道德教育的启示[D].南宁：广西师范学院,2010.；王丹.美国新品格教育运动探析[D].长春：东北师范大学,2009；王琳.美国新品格教育研究[D].大连：大连理工大学,2009；李莹.美国品格教育运动探析——美国品格教育运动对我国当代德育的启示[D].长春：东北师范大学,2008；张美.二战后美国中小学品格教育发展研究[D].济南：山东师范大学,2007；刘冬梅.美国中小学品格教育及其启示[D].南宁：广西师范大学,2006；林洁.当代美国品格教育运动述评[D].济南：山东师范大学,2006；田贵华.美国 学校品格教育研究[D].武汉：武汉大学,2005；成少钧.美国中小学品格教育研究[D].石家庄：河北大学,2004.
①姬会然.情境涵养品格——从“情境”角度透视美国新品格教育[D].武汉：华中师范大学,2008.
②王倩.美国新品格教育[D].重庆：四川外语学院,2010.本文从文化的角度来对美国的新品格教育进行分析。陈莉莉.论西方励志书在实施品格教育中的作用——以《美德书》为例[D].温州：温州大学,2010.；徐媛媛.新保守主义对美国道德教育的影响[D].济南：山东师范大学,2009.
③郭良春.品格教育与学校道德课程建设[D].北京：首都师范大学,2006.
④于莲.美国品格教育组织研究[D].济南：山东师范大学,2010.
⑤岑建军.美国中小学生的“品质教育”活动[J].比较教育研究,2000,(6)；施铁如.面向新世纪的品格教育[J].比较教育研究,1999,(1)；杨韶刚.美国品格教育最新发展研究[J].江西师大学报(哲社版),2001,(5)；高德胜.人格教育的回潮[J].比较教育研究,2002,(6).
⑥戚万学,赵文静.有效品格教育的十一条原则[J].外国教育研究,2001,(2).
⑦安钰峰.凯文·瑞安品格教育理论的演变及启示[J].思想教育研究,2012,(1)；安钰峰.托马斯·里可纳的品格教育思想——兼谈美国中小学的品格教育[J].道德与文明,2005,(5)；刘冬梅.里可纳教育思想影响下的美国青少年品格教育[J].教育探索,2011,(8).；王越霞,李彬.反思与超越——简论利考纳的新品格教育思想[J].理论月刊,2009,(3)等。
⑧范伟伟.新品格教育和关怀教育的差异及启示[J].比较教育研究,2010,(1).作者从道德教育的理论基础、内容、方式等方面分析了关怀教育和品格教育的差异,对一些相关社会政策进行了反思。
⑨袁慧芳,彭虹斌.美国学校品格教育的立法沿革与现状[J].外国中小学教育,2009,(7).作者对美国近年来各州品格教育的法案修改和新法案进行了概述性的阐述。
① Wolfgang Brezinka. (1992). Philosophy of Educational Knowledge:An Introducation to the Foundations of Science of Education, Philosophy of Education and Practice Pedagogics(Grundbegriffe der Erziehungswissenschaft,1990). James Stuart Brice & Raoul Eshelman, Trans. Dordrecht, SH, NL:Kluwer Academic Publishers, p.33.
②叶澜.教育研究方法论初探[M].上海：上海教育出版社,1999：25.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1252a25.
① Ludwig Wittgenstein. (1998). Culture and Value,2nd ed(Vermischte Bemerkungen). Peter Winch(Trans.). Georg Henrik von Wright & Heikki Nyman(Ed.). Oxford, UK:Basil Blackwell Publishers Ltd, p.72.
② Wolfgang Brezinka. (1992). Philosophy of Educational Knowledge:An Introducation to the Foundations of Science of Education, Philosophy of Education and Practice Pedagogics(Grundbegriffe der Erziehungswissenschaft,1990). James Stuart Brice & Raoul Eshelman(Trans). Dordrecht, SH, NL:Kluwer Academic Publishers, p.28.
① Henry George Liddell & Robert Scott. (2011). A Lexicon:Abridged from Liddell and Scott's Greek-English Lexicon. Nabu Press, p.100.
② Werner Wilhelm Jaeger. (1943). Paideia:The Ideals of Greek Culture, Vol. I. New York, NY:Oxford University Press, p.5.
①石敏敏.希腊人文主义：论德性、教育与人的福祉[M].上海：上海人民出版社,2003：12.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a15.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.176.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.273.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
①礼记.中庸
②张炎.词源[M].北京：商务印书馆,1958：589.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选 集：伦理学卷.北京：中国人民大学出版社,1999：1103a30.
① Julia Annas. (2006). Virtue Ethics. In Davis Copp (Ed.). The Oxford Handbook of Ethical Theory. Oxford:Oxford University press, Inc., pp.515-516.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1145a5.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：134.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1269a.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106b16.
③ Sarah Broadie. (2002). Philosophical Introduction and Commentary. In Aristotle. Nicomachean Ethics. Oxford:Oxford University Press, p.17.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1104b5.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1105a15.
③ Julia Driver. (2007). Ethics:The Fundamentals. Malden, MA:Wiley-Blackwell Publishers, Inc., p.147.
④ Susan Stark. (2001). Virtue and Emotion. Nous,35(3), p.440.
⑤ Julia Driver. (2007). Ethics:The Fundamentals. Malden, MA:Wiley-Blackwell Publishers, Inc., p.15.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1144b25.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1144b30.
②这一归纳见Alasdair Chalmers MacIntyre. (2001). Virtue Ethics. In Lawrence C. Becker. Encyclopedia of ethics, Vol. Ⅲ. London:Routledge, pp.1757-1758.
①李华驹.21世纪大英汉词典[M].北京：中国人民大学出版社,2002：433.
②[英]茱迪·皮尔索(Judy Pearsall),帕特里克·汉克斯(Patrick Hanks)主编.新牛津英语词典[M].上海：上海外语教育出版社,2001：306.
③[英]艾伯特·希尼·霍恩比(Albert Sydney Hornby)牛津高阶英汉双解词典[M].北京：商务印书馆、牛津大学出版社,1997：225.
④卫道治.英汉教育词典(修订版)[M].武汉：湖北教育出版社,2001：74.
⑤潘光旦.论品格教育[M]//潘光旦.潘光旦文集.北京：人民教育出版社,1999：199-200.
①[英]理查德·斯坦利·彼特斯.道德发展与道德教育[M].邬冬星,译.杭州：浙江教育出版社,2000：21-23.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1104b20.
③[古希腊]亚里士多德.大伦理学[M].徐开来,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1185a35.
④[古希腊]亚里士多德.优台谟伦理学[M]//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1219a.
⑤袁桂林.当代西方道德教育理论[M].福州：福建教育出版社,1995：235.
① Stanley Hauerwas. (1975). Character and the Christian Life. San Antonio, TX:Trinity University Press, pp.11-18.
② Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, p.35.
③ Power F. Clark & Daniel K. Lapsley (Ed.). (1992). The Challenge of Pluralism: Education, Politics, and Values. Notre Dame, IN:University of Notre Dame Press, p.42.
④ Jan W. Steutel. (1997). The Virtue Approach to Moral Education:Some Conceptual Clarification. The Journal of Educational Philosophy,31(3).
⑤朱智贤.心理学大词典[M].北京：北京师范大学出版社,1989：798.
⑤ Marvin W. Berkowitz. (2002). Obstacles to Teacher Training in Character Education. Early Education and Development, (13), pp.1-10. ① George Francis McLean. (et al.). (1986). Act and Agent:Philosophical Foundation for Moral Education and Character Development. Lanham, MD:University Press of American.
② Marvin W. Berkowitz & John H. Grych. (2000). Early Character Education and Development. Early Education and Development,11(1), pp.55-72.
③ Edward A. Wynne. (1984). Developing Character:Transmitting knowledge. Educational Leadership, (4), pp.15-21.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
⑤ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.71.
⑥ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.80.
① Ivor A. Pritchard. (1988). Character Education:Research Prospects and Problems. American Journal of Education,96(4), pp.469-495.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.1.
③[奥地利]马丁·布贝尔.品格教育[M]//任钟印.世界教育名著通览.武汉：湖北教育出版社,1994：1315-1316.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.53-56.
①“良心”包括认知方面(知道什么是正确的)和情感方面(感到有责任时间正确之事)。“自尊”是指珍惜自己也尊重自己,不虐待自己的身心或允许别人虐待自己。“移情”指体验别人的境况,使自己超越自我；深入到别人的心灵,体会别人的喜怒哀乐。移情隶属于观点采择的情感方面。“爱善”是品格的最高形式之一,当人们爱善时,就会乐于行善,他们不再仅仅视道德为责任,而更是一种渴望。情感常能超越理性,所以“自控”对于德性是必须的。谦逊是自知之明的情感方面,表现为开放性的接受真理并勇于修正错误。See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.57-61.
②“道德能力”指将道德判断及道德情感转化为有效道德行为的能力。“道德意志”能使道德理智战胜非分的情感,使人们始终从道德的维度上处理问题。在很多情况下道德行为得益于“道德习惯”,人们常常由于习惯的力量而做出道德行为。道德习惯对品格养成很重要。See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.61-62.
③ Samuel Smiles. (2006). Character. Middlesex, TW, UK:Echo Library, p.2.
①丁锦宏.品格教育论[M].北京：人民教育出版社,2005：36.
② D. S. Hutchinson. (1986). The Virtues of Aristotle. New York, NY:Routledge & Kegan Paul in association with Methuen, p.20.
① Stanley Hauerwas. (1975). Character and the Christian Life. San Antonio, TX:Trinity University Press, pp.15.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.39.
② Kristjan Kristjansson. (2002). In Defence of On-expansive, Character Education. Journal of Philosophy of Education,56(2), pp.138-145.
③ Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc..
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.56.
② William G. Huitt. (2007). Educating for Character and Democarcy:A Practical Introducation. http://tigger.uic.eud/inucci/MoralEd/articles.html.2007-01-29. ③ Howard Kirschenbaum. (2000). From Values Clarification to Character Education:A Personal Jouney. Journal of Humanistic Counseling, Education & Development,39(1), pp.4-17.
④ Jacques S. Benninga. (1993). School, Moral Development and Citizenship. In Edward A. Wynne & Kevin Ryan. Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company, p.88.
⑤ Ivor A. Pritchard. (1988). Character Education:Research Prospects and Problems. American Journal of Education,96(4), pp.469-495.
⑥ Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc., pp.5-6.
① Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.17.
② Thomas Lickona. (1997). Educating for Character:The School's Highest Calling. In Georgia Humanities Lecture, p.3.
③ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.2.
④ Gordon G. Vessels. (1998). Character and Community Development:A school Planning and Teacher Training Handbook. Westport, CT:Praeger, p.4.
⑤ Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.17.
⑧杨韶刚.品格教育：一种新的道德心理学研究取向[J].思想·理论·教育,2002, (5)：22-25.
① Character Education Partnership. (1999). Teachers as educators of character:Are the Nation s schools of Education Coming up Short?. Washington, D.C., p.21.
② James S. Leming. (1997). Social Studies Research and the Interest of Children. Theory and Research in Social Education,25(4), pp.16-20.
③ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 24.
④ Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series. (9), p.53.
① Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc., pp.5-8.
①参见丁锦宏.品格教育论[M].北京：人民教育出版社,2005：54-61.
② See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.48-56.
① George Frederick Kneller. (1971). Foundations of Education,3rd ed. New York, NY: Wiley, p.31.
② S. Samuel Shermis. (1967). Philosophic Foundations of Education. American Book Co., p.2.
③樊浩.道德教育的价值始点及其资源性难题[J].教育研究.2003,(10)：40.
① Thomas Hobbs. (1976). Leviathan:or, The matter, forme & power of a commonwealth, ecclesiasticall and civill,2nd ed. London, UK:J. M. Dent & Sons Ltd., p.65.
①荀子·性恶
② Plato. (1956). Great Dialogues of Plato. William Henry Denham Rouse(Trans.). New York, NY:Mentor, p.28.
③论语·八佾
④礼记·哀公问
⑤左传·昭公二十六年
⑥论语·八佾
⑦论语·颜渊
⑧荀子·礼论
①荀子·致士
②礼记·大学
③礼记·中庸
④智者(Sophist)的原意是指“智慧之人”,是公元前5世纪中期以后在古希腊的雅典以传授辩证法、修辞学和文法(即“三艺”)为职业的教师群体。他们以古希腊的哲学和科学成就为基础,并在游历东方各国时汲取东方文化科学精华,从而为“三艺”的发展奠定了开创性的工作基础。智者派教育活动的着力点在于提高受教育者的政治智慧与辩论术,以适应雅典民主政治生活的需要。为此,虽然他们的教学要收取学费,但深受雅典青年的欢迎。早起智者派的代表人物是普罗泰戈拉(Protagoras,481-411B.C.)和高尔吉亚(Gorgias,483-375B.C.)。普罗泰戈拉是色雷斯的阿布德拉人,学识渊博,曾为图里翁城邦制定法律,公元前455年应伯利克里邀请至雅典教学。高尔吉亚是西西里岛的约里昂提尼人,公元前427年到雅典开展教学工作。因善辞令,演说才能和辩论技巧高超而获极高声誉。雅典人曾为其在德尔斐神庙铸金像为记。
⑤ Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2md ed. New York. NY:Simon & Schuster, Inc., p.14.
② Plato. (1952). Plato, Ⅳ:Laches, Protagoras, Meno, Euthydemus,3rd. By W. R. M. LAMB. M. A. Cambridge, MA:Harvard University Press, pp.318B-319A.
③[德]黑格尔.哲学史讲演录：第2卷(Vorlesungen Uber die Geschichte der Philosophie,1928)[M].贺麟、王太庆,译.北京：商务印书馆,1960：9-10.
①[苏]米定斯基.世界教育史[M].叶文雄,译.北京：生活·读书·新知三联书店,1950：27.
② Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.14.
③ Plato. (1914). Plato, Ⅱ:Theatetus, Sophist. H. N. Fowler(Trans.). London, UK:William Heinemann, pp.
④ Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.46.
⑤[德]爱德华·策勒尔.古希腊哲学史纲[M].翁绍军,译.济南：山东人民出版社,1992：82.
⑤ Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.15.
① Marcus Tullius Cicero. (2005). Tusculan Disputations:On the Nature of the Gods, And on the Commonwealth. Trans. C. D. Yonge. New York, NY:Cosimo, Inc., p.166.
②[古希腊]柏拉图.苏格拉底最后的日子——柏拉图对话集[M].余灵灵、罗林平,译.上海：生活·读书·新知三联书店,1988：162.
③王国银.德性伦理研究[M].长春：吉林人民出版社,2006：61.
①[古希腊]色诺芬(Xenophon).回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：25.
②[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：20-21.
③[德]黑格尔.哲学史讲演录：第2卷(Vorlesungen Uber die Geschichte der Philosophie,1928)[M].贺麟、王太庆,译.北京：商务印书馆,1960：44.
①参见苗力田.希腊哲学[M].北京：中国人民大学出版社,1989：239.
② T. Penner. (1996). "The Unity of Virtue". In William J. Prior(Ed.). Socrates:Critical Assessments, vol. Ⅳ. London, UK:Routledge, p.47.
③ See T. Penner. (1996). "The Unity of Virtue". In William J. Prior(Ed.). Socrates:Critical Assessments, vol. Ⅳ. London, UK:Routledge, p.85.
④参见[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：26-32.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：109.
③[古希腊]柏拉图.普罗泰戈拉篇[M]／／[古希腊]柏拉图.柏拉图全集：第1卷.王晓朝,译.北京：人民出版社,2002：484.
④[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：149.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：149-150.
②倪勇.德性的失落与重构[J].东岳论从,2006,27(6)：197.
① [德]汉斯-格奥尔格·伽达默尔(Hans-Georg Gadamer,1900-2002).加达默尔论柏拉图(Hans-Georg Gadamer Dialogue and Dialectic:Eight Hermeneutical studies on Plato)[M].余纪元,译.北京：光明日报出版社,1992：56.
② #12
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.141.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.141.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯全集：第23卷[M].北京：人民出版社,1972：447.
② Gerard Verbake. (1990). Moral Education in Aristotle. Washington D.C.:Catholic University of America Press, pp.231-233.
③这里的理性是logos,即通常所说的理智德性,如智慧、理解和明智等。此外,慷慨与节制、温良和谦恭等则是伦理德性。
④[古希腊]亚里士多德.大伦理学[M].徐开来,译.//苗力田,编.亚里士多德选集：伦 理学卷.北京：中国人民大学出版社,1999：1182a25.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1102a5.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a10.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1107a5.
①因此把“习惯”(ethos)一词的拼写方法略加改动,就有了“伦理”(ethikee)这个名称。
②参见[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a15-1103b10.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选 集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编,亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1098b30.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1095a15.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1098b30.
④ Robert Nozick. (1997). Socratic Puzzles. Cambridge, MA:Harvard University Press, p. 33.
① Don Cupitt. (1995). Solar Ethics. London, UK:SCM Press, p.2.
②高国希.道德哲学[M].上海：复旦大学出版社,2005：35.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
④陈根法.德性论[M].上海：上海人民出版社,2004：3.
⑤ Alasdair Chalmers MacIntyre. (2001). Virtue Ethics. In Lawrence C. Becker. Encyclopedia of ethics, Vol.Ⅲ. London:Routledge, pp.1757-1758.转引自：高国希.道德理论形态：视角与会通[J].哲学动态,2007,(8)：15.
⑥ Paul H. Hirst. (1999). The Demands of Moral Education:Reason, Virtues and Practices. In J. Mark Halstead & Terence H. McLaughlin(Ed.). Education in Morality. London:Routledge, p.109.
①孟子·离娄下
②陈根法.论德性的意义与价值[J].复旦学报(社会科学版),2002,(3)：104-107.
③论语·八佾
④论语·里仁
⑤孟子·尽心下
①礼记·大学
② Lance Morrow. (1988). Children. Time,8(8), p.4.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.18-20.
②[捷克]约翰·阿摩司·夸美纽斯.大教学论(Great Didactic of Comenius)[M].傅任敢,译.北京：教育科学出版社,1999：40.
③[德]康德.论教育[M]//任钟印主编.世界教育名著通览.武汉：湖北教育出版社,1994：498.
④[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：116.
⑤[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆, 1984：139.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：139.
②[捷克]约翰·阿摩司·夸美纽斯.大教学论(Great Didactic of Comenius)[M].傅任敢,译.北京：教育科学出版社,1999：24.
③[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：7.
④[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：275.
⑤[法]埃米尔·涂尔干.教育及其性质与作用[M]//张人杰,编.国外教育社会学基本文选.上海：华东师范大学出版社,1989：14.
①[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：128.洛克声称,“一位绅士所应具备的各种品性之中,我将德行放在首位,视之为最必需的品性。”。他要求儿童在具备健康体魄的基础上,必须有健全的精神发展,而这集中表现为必须具有良好的德行。在洛克看来,人们必须具备的所谓“良好的德行”大致为三个方面,一是世俗的聪明,而是懂得上流社会的礼仪礼貌,三是具有性格刚毅、坚强、能吃苦耐劳等品质,从而“合乎一个理性动物高贵美善的身份”。(参见[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：29.)由此可以看出,洛克所说的“德行”其实质为亚里士多德所提倡的“被称赞的品质”——德性的外化,或可称为德性实践。
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.9.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.10.
④[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：274.
⑤论语·为政
①孟子·告子上
②孟子·告子上
③孟子·尽心上
④孟子·滕文公上
⑤荀子·荣辱
⑥荀子·性恶篇
⑦孟子·告子上
①孟子·尽心上
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
②高国希.德性的结构[J].道德与文明,2008,(3)：37-42.
① Abd al-Rahman Al-Naqib. (1994). Avicenna. In Zaghloul Morsy(Ed.). Thinkers on Education, Vol. I. Lanham, MD:Bernan Associates, p.40.
②中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯全集：第46卷：下[M].北京：人民出版社,1980：226.
③中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第1卷(第2版)[M].北京：人民出版社,1995：119.
④[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1325b30.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1280a5.
②[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1327b40.
③[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1280a40-1281b.
④ Alasdair MacIntyre. (1988). Whose Justice? Which Rationality?. Notre Dame, IN: University of Notre Dame Press, p.103.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1994：1094a20.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.187.
③此处的“德性”定义系阿拉斯代尔·查莫斯·麦金太尔专门针对德性与实践的关系所下,他认为,此处“德性”的初步定义应当如下：A virtue is an acquired human quality the possession and exercise of whicb tends to enable us to acbieve those goods wbicb are internal to practices and the lack of whicb effectively prevents us from acbieving any sucb goods.但这个定义是“不完全的(partial)和暂时的(tentative)",将“在稍后些还需要扩充和修正。但作为一个初步近似于适当的定义,已经阐明德性在人类生活中的位置。”(参见Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.)
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.
④ Lucius Annaeus Seneca. (2010). On Anger. Robert A. Kaster(Trans.). In Lucius Annaeus Seneca. Anger, Mercy, Revenge. Robert A. Kaster & Martha Craven Nussbaum(Trans.). Chicago, IL & London, UK:The University of Chicago Press, Ltd., p.53.
①[英]欧文.人类思想和实践中的革命,或将来从无理性到有理性的过渡[M]//张焕庭主编.西方资产阶级教育论著选.北京：人民教育出版社,1979：253.
① Marvin W. Berkowitz. (1998). The Education of the Complete Moral Person. Early Education and Development, (6), pp.21-26.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：179-180.
②北京大学哲学系外国哲学史教研室编译.西方哲学原著选读：上卷[M].北京：商务印书馆,1982：58.
① Andre Comte-Sponville. (2002). A Short Treatise on the Great Virtue:The Uses of Philosophy in Everyday Life. London, UK:William Heinemann, p.1.
② Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.4.
③高国希.德性的结构[J].道德与文明,2008,(3)：37.
④王国银.德性伦理研究[M].长春：吉林人民出版社,2006：60.
⑤高国希.道德哲学[M].上海：复旦大学出版社,2005：254.
① Tom L. Beauchamp. (1982). Philosophical Ethics:An Introduction to Moral Philosophy. New York, NY:The McGraw-Hill Companies, Inc., p.149.
② Tom L. Beauchamp. (1982). Philosophical Ethics:An Introduction to Moral Philosophy. New York, NY:The McGraw-Hill Companies, Inc., p.149.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.152.
①王晓朝.希腊哲学简史：从荷马到奥古斯丁[M].上海：生活·读书·新知三联书店,2007：23.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.121.
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.121.
③ Moses I. Finley. (1954). The World of Odysseus. New York, NY:Viking Press, p.134.
④ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.123.
⑤[美]维尔·杜伦.东方的文明：上[M].李一平等,译.西宁：青海人民出版社,1998：88-89.
⑤ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.122.
①孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：71-72.
②滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：152.
③滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：152.
④ Hans Licht. (1975). Sexual Life in Ancient Greece. J. H. Freese (Trans.). Westport, CT: Greenwood Press, p.104.
⑤滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：183.
⑥滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：194. ①[德]弗里德里希·威廉·尼采.论道德的谱系·善恶之彼岸(Jenseits von Gut und Böse. Vorspiel einer Philosophie der Zukunft)[M].桂林：漓江出版社,2000：171-173.
②孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：64.
③滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：321.
① Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.14.
②王国银.德性伦理研究[M].长春：吉林人民出版社,2006：63.
①孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：85.
②滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：317.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.
①[美]詹姆斯·麦克莱伦.教育哲学[M].宋少云、陈平,译.北京：生活·读书·新知三联书店,1988：316.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.166.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.168.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.175.
① Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.148.
②黄伟合.欧洲传统伦理思想史[M].上海：华东师范大学出版社,1991：119-122.
③孔子家语·六本
④[德]伊曼努尔·康德.道德形而上学原理[M].苗力田,译.上海：上海世纪出版集团,2005：35.
①周辅成.西方伦理学名著选辑：上卷[M].北京：商务印书馆,1987：382.
②周辅成.西方伦理学名著选辑：上卷[M].北京：商务印书馆,1987：382.
③孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：111.
④[法]米歇尔·福柯.规训与惩罚(Surveiller et Punir)[M].刘北成、杨远缨,译.北京：生活·读书·新知三联书店,1999：32.
①高清海.哲学的奥秘[M].长春：吉林人民出版社,1997：79-80.
②滕大春.外国教育通史：第2卷[M].济南：山东教育出版社,1995：9.
③[美]埃尔伍德·帕特森·克伯雷选编.外国教育史料[M].华中师范大学等,译.武汉：华中师范大学出版社,1991：263.
④[美]埃尔伍德·帕特森·克伯雷选编.外国教育史料[M].华中师范大学等,译.武汉：华中师范大学出版社,1991：305.
①《麦古菲读本》(The Eclectic First Reader for Young Children with Pictures,或称McGuffey Reader),系美国19世纪著名教育家和人文主义者威廉·霍姆斯·麦古菲(William Holmes McGuffey,1800-1873)编撰的系列作品,初步反映了新教伦理价值。该读本是19世纪美国最主要的品格教育读本之一,其中的故事都是“讲述好孩子受奖励,坏孩子受惩罚的。诚实和勤奋是首要的价值观,然后是勇敢、仁慈、顺从和谦恭。”(Michael W. Kirst. (1984). Who Controls Our Schools?:American Values in Conflict. New York, NY:Freeman, p.28.)可见,它把道德观念、爱国思想和节俭列为基本美德,使用轶事、趣事和名家作品摘录向所有美国儿童灌输基本的共同道德知识,反映诚实、勤奋、勇敢、友善、服从和礼貌等等品格。《麦古菲读本》系列自1836年初版到1920年间,其发行量仅次于《圣经》与《韦伯斯特词典》(Webster s Dictionary),销售量至少达到1.2亿册。1961年后仍然以每年3万册的速度售出。①(John H. Westerhoff Ⅲ. (1978). McGuffey and His Reader:Piety, Morality, and Education in Nineteent-century America. Nashville, TN:Abingdon, pp.14-15.)该读本之所以受到读者的广泛欢迎是因为“读本与时代精神相符,其伦理思想与时代所强调的‘美德’——自助、品格、节俭和责任相一致。"①(Charles H. Carpenter. (1963). History of American Schoolbooks. Philadelphia, PA:University of Pennsylvania Press, p.86.)
② See J. D. Hunter. (2000). The Eeath of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books, p.49.
③[法]克洛德·戴尔马(Claude Delmas).欧洲文明[M].郑鹿年,译.上海：上海人民出版社,1988：61.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第4卷(第2版)[M].北京：人民出版社,1995：261-262.
② Arthur Francis Leach. (1916). The Schools of Medieval England. London, UK:Methuen, pp.248-249.
③ Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.382.
④ Alan Dures. (1971). School. London, UK:B. T. Batsford Ltd., p.39.
①华东师范大学、杭州大学教育系编译.西方古代教育论著选[M].北京：人民教育出版社,2001：356,353,395.
②曹孚等,编.外国古代教育史[M].北京：人民教育出版社,1981：165.
③参见[英]威廉·博伊德、埃德蒙·金.西方教育史[M].任宝祥、吴元训,主译.北京：人民教育出版社,1985：175.
④参见单中惠.西方教育思想史[M].北京：教育科学出版社,2007：68. ①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第4卷(第2版)[M].北京：人民出版社,1995：262.
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.18.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762J. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.7.
①[法]让-雅克·卢梭.论科学与艺术[M].何兆武,译.北京：商务印书馆,1963：29.
②[法]让-雅克·卢梭.论科学与艺术[M].何兆武,译.北京：商务印书馆,1963：37.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.180.
④ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.192.
① Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.93.
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.93.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.11.
④ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, pp.196-197.
①[美]约翰·杜威.学校与社会明日之学校[M].赵祥麟等,译.北京：人民教育出版社,2005：215.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p. vii.
① Henry Steele Commager. (1950). The American Mind:An Interpretation of American Thought and Character Since the 1880's. New Haven, CT:Yale University Press, p.407.
① John L. Elias. (1989). Moral Education:Secular and Religious. Huntington, NY:Robert E. Krieger Publishing Company, p.1.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
③ Richard H. Hersh, John P. Miller & Glen D. Fielding. (1980). Models of Moral Education:an appraisal. New York, NY:Longman, p.14.
④ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.9.
① Elizabeth M. Vallance. (1983). Hiding the Hidden Curriculum:An Interpretation of the Language of Justification in Nineteen-Century Educational Reform. in Henry A. Giroux & David E. Purpel. The Hidden curriculum and moral education:deception or discovery? Berkeley, CA:McCutchan Publishing Corporation, p.15.
②[德]马克斯·韦伯(Max Weber).经济、社会诸领域及权力(1-5章)：韦伯文选第2卷(Wirtschaft und Gesellschaft:Grundriβ der Verstehenden Soziologie,4th ed.)[M].李强,译.北京：生活·读书·新知三联书店；牛津大学出版社,1999：92.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.15.
② David B. Tyack & Elisabeth Hansot. (1982). Managers of Virtue:Public School Leadership in America,1820-1980. New York, NY:Basic Books, p.28.
③ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.15.
④ Diane Silvers Ravitch. (2001). American Traditions of Education, in Terry M. Moe (Ed.). A Primer on America's Schools. Standford, CA:Board of Trustees of the Leland Stanford Junior University, p.9.
⑤事实上,今日的美国品格教育也仍采取以上的思维和做法。
⑤ Joel H. Spring. (2001). The American School:1642-2000(5th ed). New York, NY: McGraw-Hill Higher Education, p.58.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press,p.18.
② Michael B. Katz. (1988). The Origins of Public Education:A Reassessment, in Bernard Edward McClellan & William J. Reese. The Social History of American Education. Urbana and Chicago, IL:University of Illinois Press, p.99.
③源自于美国作家马克·吐温(Mark Twain,1835-1910)和查尔斯·达德利·沃纳(Charles Dudley Warner,1829-1900)合撰的长篇小说《镀金时代》(The Gilded Age:A Tale of Today,1873)。该书以“镀金时代”一词来形容从南北战争结束到20世纪初的美国35年间的历史。此时南北战争为美国资本主义的发展扫清了道路,加上不断涌入的移民和西部新发现的矿藏,使得美国工业化极速发展,国家财富迅速增长。到20世纪初,美国成为世界上最强的工业国。
④ Marvin Lazerson. (1987). Ameirican Education in the Twentieth Century:A Documentary History. New York, NY:Teachers College Press, p.3.
⑤ William L. O'Neill. (1975). The Progressive Year:America Comes of Age. New York, NY:Dodd, Mead and Company, p.108.
① Henry Steele Commager. (1950). The American Mind:An Interpretation of American Thought and Character Since the 1880 s. New Haven, CT:Yale University Press, p.41.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.46.
③ John L. Rury. (2002). Education and Social Change:Themes in the History of American Schooling. Mahawah, NJ:Lawrence Erlbaum Associates, Inc., p.174.
④ Richard H. Hersh, John P. Miller & Glen D. Fielding. (1980). Model of Moral Education: An Appraisal. New York:NY:Longman Inc., p.15.
① Tianlong Yu. (2004). In the Name of Morality:Character Education and Political Control. New York, NY:Peter Lang Publishing, Inc., p.32.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.48.
③ D. P. Setran. (2003). "From Morality to Character":Conservative Progressivism and the Search for Civic Virtue,1910-1930. Paedagogica Historica,39(4), pp.435-456.
④ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.55.
① James S. Leming. (1993). Synthesis of Research:In Search of Effective Character Education. Educational Leadership,51(3), pp.63-71.1924-1929年,美国洛克菲勒公司资助哥伦比亚大学师范学院的社会和宗教研究所开展“品格教育研究”项目,由休·哈特肖恩和马克·亚瑟·梅共同主持。该项目对品格属性和学校在品格发展中的作用进行综合性研究。该研究可以认为是迄今为止该领域最详尽和最全面的调研,样本选取美国23个社区中的10865名学生(主体是5-8年级),研究内容为利他主义(服务精神)、自我控制、欺骗和城市等品格的测试。项目研究者为被测试学生提供了相关情境,如在实施品格教育的学校创建教室情境,给学生提供机会去实施欺骗(如作弊)或自愿进行帮助等等行为。研究人员发现,随机的欺骗行为在教室和学校广泛多样,具有特定的情境性；在一种情况下诚实的人不能预期他在另外的情况下也会诚实。此外,研究人员同时发现,教育人员是否具有诚实的品质对于诚实行为之间没有直接关系。所以研究认为,品格教育技巧与学生的普通道德行为模式间很少或者基本没有联系。
② James S. Leming. (1997). Whither Goes Character Education?:Objectives, Pedagogy, and Research in Contemporary Character Education Programs. Journal of Education,179(2), pp. 12-13.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.59.
② John Dewey. (1991). Moral Principle in Education. Boston, MA:Houghton Mifflin Company, pp.50-53.约翰·杜威认为,从心理学维度来看,品格的形成必须具备三个必要成分,一是“(执行或现实中的)力量和效能”。教育的作用就是发现、运用和组织这些力量,把它变成确定的习惯；二是“理智判断”,或称善感(good sense)。用以指导内在力量,完成目的的知识,能感知相应或相称的价值；三是“情感反应”。是一种对外在的人和环境的目的利益的本能识别,可以通过美育的方式培养学生具有判断的智慧和克服困难的力量。
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.9.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.70.
② Steven Tozer, Guy B. Senese & Paul C. Violas. (2002). School and Society:Historical and Contemporary Perspectives. New York, NY:The McGraw-Hill Companies, Inc., p.239.
③ Steven Tozer, Guy B. Senese & Paul C. Violas. (2002). School and Society:Historical and Contemporary Perspectives. New York, NY:The McGraw-Hill Companies, Inc., p.97.
④ Diane Silvers Ravitch. (1984). The Schools We Deserve:Reflections on the Educational Crises of Our Times. New York, NY:Basic Books, Inc..
⑤ John L. Rury. (2002). Education and Social Change:Themes in the History of American Schooling. Mahawah, NJ:Lawrence Erlbaum Associates, Inc., p.176.
⑥ Donald Hugh Parkerson & Jo Ann Parkerson. (2001). Transitions in American Education: A Social History of Teaching. New York, NY:Routledge Falmer, p.136.
⑦ Diane Silvers Ravitch. (1983). The Troubled Crusade:American Education,1945-1980. New York, NY:Basic Books, Inc., p.235.
⑧ Donald Hugh Parkerson & Jo Ann Parkerson. (2001). Transitions in American Education: A Social History of Teaching. New York, NY:Routledge Falmer. pp.136-137.
① James S. Leming. (1993). Synthesis of Research:In Search of Effective Character Education. Educational Leadership.51(3), p.64.
① Steven M. Yulish. (1980). The Search for a Civic Religion:A History of the Character Education Movement in America,1890-1935. Lanham, MD:University Press of America, Inc., p. 260.
②万俊人.现代西方伦理学史[M].北京：北京大学出版社,1990：342.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, pp.7-8.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.2.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.10.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.6.
① Graham Haydon. (1999). Values, and Violence, Education and the Public Understanding of Morality. The Journal of Educational Philosophy,33(1), p.24.
② Ellien G. Friedman & Corinner Squire. (1998). Morality USA. Minneapolis, MN: University of Minnesota Press, p.3.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.117.
④在阿拉斯代尔·查莫斯·麦金太尔看来,古希腊亚里士多德时代的德性处在社会生活的中心,而现代西方社会的德性则是边缘性概念。
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.111.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.119.
③高国希.道德哲学[M].上海：复旦大学出版社,2005：249.
① Gertrude Elizabeth Margaret Anscombe. (1981). The Collected Philosophical Papers of G. E. M. Anscombe:Ethics, Religion and Politics, Vol. III. Oxford, UK:Basil Blackwell, p.28.
②高国希.道德哲学[M].上海：复旦大学出版社,2005：247.
③阿拉斯代尔.查莫斯.麦金太尔的道德哲学可分为四部分：对当代道德的批判、建构传统的道德与传统建构的道德、德性理论和道德权威的概念。对现在德性伦理学产生重要影响是从《德性之后》(After Virtue)开始的,《谁之正义?何种合理性?》(Whose Justice? Which Rationality?),《三种对立的道德探究观》(Three Rival Versions of Moral Enquiry),《依赖性的理性动物——为什么人需要德性》(Dependent Rational Animals:Why Human Beings Need the Virtues)等著作也都阐述了他的德性理论。
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.199.
⑤ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.197.
⑥ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.273.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.187.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.参见本文第87页注2。
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.219.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.222.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.223.
② Stanley Hauerwas. (1981). A Community of Character:Toward a Constructive Christian Social Ethic. Notre Dame, IN:University of Notre Dame Press, p.111.
③ Stanley Hauerwas. (1981).A Community of Character:Toward a Constructive Christian Social Ethic. Notre Dame, IN:University of Notre Dame Press, p.117.
④ Martha Craven Nussbaum. (1986). The Fragility of Goodness:Luck and Ethics in Greek Tragedy and Philosophy. Cambridge, UK:Cambridge University Press.
① Michael J. Sandel. (1984). Morality and the Liberal Ideal. The New Republic, (5), pp. 15-17.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
① Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.39.
② Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.31.
③因部分品格教育者经常在各种媒体上宣扬他们的品格教育理念,罗伯特·J·纳什称之为“电视福音传道人”。——笔者注
③ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.1.
① Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p.2.
② William John Bennett. (1992). The De-valuing of America:The Fight for Our Culture and Our Children, New York, NY:Summit Books, p.11.
③ William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.13.
④ Kevin Ryan & Edward A. Wynne. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company, p.17.
① Kevin Ryan & Thomas Lickona(Ed.). (1992). Character Development in Schools and Beyond,2nd. (George F. McLean(Ed). Cultural Heritage and Contemporary Change Series Ⅵ. Foundations of Moral Education, Vol 3). Washinton, D.C.:The Council for Research in Values and Philosophy, pp.3-4.
② Thomas Lickona. (1993). The Return of Character Education. Educational Leadership, 51(3), pp.5-11.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.13-19.
④ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.13.
① Aristotle. (1976). The Ethics ofAlistotle:The Nicomachean Ethics. J. A. K. Thomson, (Trans.). New York, NY:Penguin, pp.91-92.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
③ Bill Honig. (1987). Last Chance for Our Children:How You Can Help Save Our Schools. Reading, MA:Addison-Wesley Pub. Co., pp.65-66.
④ Richard Tarnas. (1991). The Passion of the Western Mind:Understanding the Ideas That Haveshaped Our World View. New York, NY:Harmony, p.71.
① Aristotle. (1976). The Ethics ofAlistotle:The Nicomachean Ethics. J. A. K. Thomson, (Trans.). New York, NY:Penguin, p.91.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a20.
① Thomas Lickona. (1997).Educating for Character:The School's Highest Calling. In Georgia Humanities Lecture, p.3.
② Paul H. Hirst. (1999). The Demands of Moral Education:Reason, Virtues and Practices, In J. Mark Halstead & Terence H. McLaughlin(Ed.). Education in Morality. London:Routledge, pp.110-117.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.94.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.89.
③ Kevin Ryan & Edward A. Wynne. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company.
④ Allan David Bloom. (1987). The Closing of the American Mind:How High Eucation has Failed Democracy and Impoverished the Souls of Today s Students. New York, NY:Simon and Schuster Paperbacks, p.344.
⑤ William John Bennett. (1993). The Book of Virtues:A Treasury of Great Moral Stories. New York, NY:Simon and Schuster, p.13.
① Bill Honig. (1987). Last Chance for Our Children:How You Can Help Save Our Schools. Reading, MA:Addison-Wesley Pub. Co., p.65.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.268.
③ Edmund D. Pellegrino & David C. Thomasma. (1993). The Virtues in Medical Practice. New York, NY:Oxford University Press.
①俞可平.社群主义[M].北京：中国社会科学出版社,1998：127.
②政治学家把基于个人主义原则之上的公民政治权利,称为第一代人权,其特点是争取个人的自由、限制政府的干预；把二战以后由于政府的积极努力,公民所得到的经济、社会和文化权利,称为第二代人权,其特点是通过政府的适当干预,而使个人得到利益；第三代人权则是指70年代后兴起的“和平权”、“发展权”和“资源共享权”等集体地享受的权利,其特点是这些权利必须建立在社群关系之上,由一定的社群集体地共享。关于三代人权的划分和说明,可参阅卡雷尔·瓦萨克(Karel Vasak)“人权：30年的斗争”(Human Rights:A Thirty-Year Struggle),联合国教科文组织编《信使》(Courier)杂志,1977年11月号第29-32页)。
① Clarke E. Cochran. (1989). The Thin Theory of Community:The Communitarians and their Critics. Political Studies,37(3), p.433.
②[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1252a5.
① James Arthur & Richard Bailey. (2000). School and Community:The Communitarian Agenda in Education. London:Falmer Press, p.23.
②马克·卡勒蒂斯(Mark Kaladis)指出,法国著名社会学家埃米尔·涂尔干在1887年正式使用了这一概念,并且断定道德理论将围绕着两种极端的立场而展开：自由主义和社群主义。(Mark Kaladis. A Communitalian Defendence of Liberalism:Emile Durkheim and Contemporary. Palo Alto, CA:Stanford University Press,1992:1.)
③尽管社群主义的思想及其概念早已有之,社群主义这概念也频繁出现于当代的政治学文献中,但社群主义名家自己却几乎不使用这一概念,更不用说以社群主义者自居。迈克·J·桑德尔、阿拉斯代尔·查莫斯·麦金太尔、查尔斯·泰勒、迈克·沃尔泽等均如此。戴维·W·米勒即便是在著作中经常使用社群主义概念,但他也更倾向于把自己看作“社会主义者”,而非“社群主义者”。
Onora Sylvia O'Neill. (1996). Towards Justice and Virtue:A Constructive Account of Practical Reasoning. Cambridge, UK:Cambridge University Press, p.1.
①此处的道德社群是指一种由德性共识主导的、具有同质性的关系网络或实体组织。
②郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：85.
① Kathleen Knight Abowitz. (2000). Making Meaning of Community in an American High School:A Feminist-Pragmatist Critique of the Liberal-Communitarian Debates. Cresskill, NJ: Hampton Press, p.74.
④ Kathleen Knight Abowitz. (2000). Making Meaning of Community in an American High School:A Feminist-Pragmatist Critique of the Liberal-Communitarian Debates. Cresskill, NJ: Hampton Press, pp.59-60.
⑤ Thomas J. Sergiovanni. (1995). Small Schools, Great Expectations. Educational Leadership,53(3), p.181.
① Robert Morrison Maclver. (1970). Community:A Sociological Study:Being an Attempt to Set Out the Nature and Fundamental Laws of Social Life,4th ed. Abingdon, Oxon, UK:Frank Cass and Company Limited, p.32.
② Michael J. Sandel. (1998). Liberalism and the Limits of Justice,2nd ed. Cambrideg, UK: Cambridge University Press, p.185.
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①[美]罗伯特·N·贝拉,理查德·马德逊,威廉·M·沙利文,安·斯威德勒,史蒂文·M·蒂普顿.心灵的习性：美国人生活中的个人主义和公共责任(Habits of the Heart: Individualism and Commitment in American Life)[M].翟宏彪、周穗明、翁寒松,译.北京：生活·读书·新知三联书店,1991：214.
②[法]夏尔·阿列克西·德·托克维尔.美国的民主(De La Democratie en Amerique)[M].董果良,译.北京：商务印书馆,1988：625.
③参见[美]罗伯特·N·贝拉,理查德·马德逊,威廉·M·沙利文,安·斯威德勒,史蒂文·M·蒂普顿.心灵的习性：美国人生活中的个人主义和公共责任(Habits of the Heart: Individualism and Commitment in American Life)[M].翟宏彪、周穗明、翁寒松,译.北京：生活·读书·新知三联书店,1991：215.
① Gerry Claud Heard. (1990). Basic Values and Ethical Decisions:An Examination of Individualism and Community in American Society. Malabar, FL:R. E. Krieger Publication Company, p.4.
②孙有中.殊途同归：“启蒙”与“大觉醒”[J].美国研究,1997,(4)：117-118.
③英国社会学家安东尼·吉登斯在其发表的《现代性的后果》(The Consequences of Modernity)一书中使用“脱域”(disembedding)一词,指的是“社会关系从彼此互动的地域性关系,从通过不确定的时间的无限穿越而被重构的关联中‘脱离’出来”。See Anthony Giddens. (1990). The Consequences of Modernity. Cambridge, UK:Polity Press & Blackwell Publishers Ltd., p.21.
①[德]沃纳·桑巴特(Werner Sombart,1863-1941).现代资本主义(Der moderne Kapitalismus)[M].李季,译.北京：商务印书馆,1958：53.
②赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：13.
③赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：14.
④[加]查尔斯·泰勒(Charles Taylor).现代性之隐忧(The Malaise qf Modernity)[M].程炼,译.北京：中央编译出版社,2001：2-12.
⑤ Christopher Ldsch. (1991). The Culture of Narcissism:American Life in an Age of Diminishing Expectations. New York, NY:Norton.
①Daniel Bell. (1976). The Cultural Contradictions of Capitalism. New York, NY:Basic Books.
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③[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：62-63.
④[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：91.
⑤[法]夏尔·阿列克西·德·托克维尔.美国的民主(De La Democratie en Amerique)[M].董果良,译.北京：商务印书馆,1988：625.
⑥ Allan David Bloom. (1987). The Closing of the American Mind:How High Eucation has Failed Democracy and Impoverished the Souls of Today's Students. New York, NY:Simon and Schuster Paperbacks, p.61.艾伦·戴维·布鲁姆在《美国精神的关闭》中描述了这样一个形象：“失去书本使得他们更加狭隘和平庸。更狭隘,是因为他们缺乏最必要的东西,即对现状不满的真实基础和对存在着现状替代物的认识。他们既对现实感到满意,又对逃离现实感到绝望。……更平庸,是因为没有对事物的解释、没有诗意或想像行为,他们的心灵就像镜子,不是自然的镜子,而是周围事物的镜子。”
①[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：71-72.
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① William G. Huitt. Moral and Character Education. http://ww.valdosta.peachnet.edu/-whutt/psy702/orehr/morehr.html.1991/1999.
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③ William G. Huitt. Moral and Character Education. http://www.valdosta.peachnet.edu/-whutt/psy702/orchr-/morchr.html.1991/1999.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.9.
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③ Stephen Mulhall & Adam Swift. (1992). Liberals & Communitarians. Oxford, UK:Basil Blackwell Publishers, p.75.
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② Patrick Baert. (1998). Social Theory in the Twentieth Century, 2nd ed. Cambridge:Polity Press Ltd., pp.13-14.
③ Samuel P. Huntington. (1968). Political Order in Changing Societies. New Haven, CT: Yale University Press, p.7.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory, 3rd ed. Notre Dame, IN:University of Notre Dame Press, pp.221-223.
② Robert Alexander Nisbet. (1986). Conservatism:Dream and Reality. Minneapolis, MN: University of Minnesota Press, p.25.
③ Robert Tom Hall. (1979). Moral Education:A Handbook for Teachers:Insights and Practical Strategies for Helping Adolescents to Become More Caring, Thoughtful, and Responsible Persons. Minneapolis, MN:Winston Press, Inc., p.15.
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①庄锡昌.20世纪美国文化[M].杭州：浙江人民出版社,1993：229.
②戚万学.20世纪西方道德教育主题的嬗变[J].教育研究,2003,(5)：32-33.
③ Daniel Bell. (1976). The Cultural Contradictions of Capitalism. New York, NY:Basic Books, p.120.
④赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：5.
① James S. Leming. (1995). Reflections on Thirty Years of Moral Education Research. Moral Education Forum.20(3), p.2.
② William John Bennett. (1988). Our Children and Our Country:Improving America's Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., pp.9-10.
① William John Bennett. (1988). Our Children and Our Country:Improving America s Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., p.229.
② William John Bennett. (1988). Our Children and Our Country:Improving America s Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., pp. 17-19.
③ William John Bennett. (1988). Our Children and Our Country:Improving America's Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., p.64.
①参见郑富兴.现代新视角下的美国新品格教育[M].北京：人民出版社,2006：103-104.
∽唐汉卫.现代美国道德教育研究[M].济南：山东人民出版社,2010：93.
②联合国教科文组织.学会关心：21世纪的教育——圆桌会议报告[J].王一兵,译.教育研究,1990,(7)：5-17.
① Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, p.69.
② Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, pp.79-83.
① Carol Gilligan. (1977). In a Different Voice:Women's Conception of the Self and of Morality. Harvard Educational Review,47(4), pp.481-517.
②[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice)[M].肖巍,译.北京：中央编译出版社,1999：16.
③ Carol Gilligan. (1982). In a Different Voice:Psychological Theory and Women's Development. Cambridge, MA:Harvard University Press, p.100.
④ Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, p.1.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.88.
②[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice) [M].肖巍,译.北京：中央编译出版社,1999：17.
①[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice)[M].肖巍,译.北京：中央编译出版社,1999：72.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, pp.87-88.
③ Nel Noddings. (2001). A Sympathetic Alternative to Character Education. New York, NY: Teachers College Press.
④ Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, pp.222-223.
①参见郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006：32-33.
①容迪.在自我与社群中的自由主义[M]//刘军宁等,编.自由与社群.北京：生活·读书·新知三联书店,1998：45.
② Anthony Giddens. (1990). The Consequences of Modernity. Cambridge, UK:Polity Press & Blackwell Publishers Ltd., pp.20-21.
③ George Herbert Mead. (1967). Mind, Self and Society:From the Standpoint of a Social Behaviorist,2nd ed. Chicago, IL:The University of Chicago Press, p.173.
④ Ruth Jonathan. (1995). Education and Moral Development:the Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), p.334.
① Judith Ryder & Lesley Campbell. (1988). Balancing Acts in Personal, Social and Health Education. London, UK & New York, NY:Routledge, Chapman Hall, Inc., p.41.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.68.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.19.
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.49.
① Ruth Jonathan. (1995). Education and Moral Development:the Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), pp.336-337.
② Ross Poole. (1991). Morality and Modernity. London, UK:Routledge, pp.65-70.
③郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006：111.
④戚万学.冲突与整合——20世纪的西方道德教育理论[M].济南：山东教育出版社,1995：487-492.
① Alasdair Chalmers MacIntyre & Joseph Dunne. (2002). Alasdair MacIntyre on Education: In Dialogue with Joseph Dunne. Journal of Philosophical Education,36(1), p.2.
② Thomas J. Lasley & James R. Biddle. (1996). Teaches Students to See Beyond Themselves. The Educational Forum,60(4), p.158.
①戚万学.活动道德教育论[M].天津：南开大学出版社,1994：3.
② Ruth Jonathan. (1995). Education and Moral Development:The Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3).
① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
① Anonymity. (1987). Ethics in the Boesky Era. Yale Alumni Magazine, winter, p.37.
②参见[美]安德鲁·威尔森(Andrew Wilson).美国道德教育危机的教训[J].湘学,译.国外社会科学,2000,(2)：50-51.
③ U. S. Department of Education Office of Educational Research and Improvement. (1988). 120 Years of American Education:A Statistical Portrait, p.36.
④ William A. Donohue. (1988). Why Schools Fail:Reclaiming the Moral Dimension in Education. Heritage Foundation Reports, (172), p.5.
⑤ Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series, (9), p.53.
① Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.13.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p.4.
③ S. M. Elam, C. R. Lowell & A. M. Gallup. (1994). Gallup Poll. Phi Delta Kappan, p.76.
④参见檀传宝.第三次浪潮：美国品德教育运动述评[J].北京大学教育评论,2003,1(2)：33-37.
⑤ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.89.
① James S. Leming. (1997). Whither Goes Character Education?:Objectives, Pedagogy, and Research in Contemporary Character Education Programs. Journal of Education,179(2), p. 14.
② Marvin W. Berkowitz & Melinda C. Bier. (2005). What Works in Character Education:A Research-driven Guide for Teachers. Washington, D.C.:Character Education Partnership, p.3.
③ Nielsen, L. (1998). New Study Shows States Returning to Character Education. Character Education, (6), p.9.
④ Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School-Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.ⅹⅳ.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
②陈平.美国道德教育发展研究[M].南京：南京大学出版社,2011：331.
③ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, pp.4-5.
④ Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass A Wiley Imprint, p.49.
⑤ Derek Benjamin Heater. (2004). A History of Education for Citizenship. New York, NY: Routledge Falmer, p.123.
① Sarah Witham Bednarz. (2003). Citizenship in Post-9/11 United States:A Role for Geography Education?. International Reasearch in Geographical and Environmental Education, 12(1), p.73.
② Janine Bempechat(Ed.). (1989). Teenage Pregnancy and Drug Abuse:Sources of Problem Behaviors. ERIC/CUE Digest #58. ED 316615. http://www.hi-ho.ne.jp/taku77/refer/teendrug.htm.
③ Early Sex May Lead Teens to Delinquency, Study Shows. Science Daily.2007-03-07. http://www.sciencedaily.com/releases/2007/02/070226131500.htm.
④ Edward A Wynne & Mary Hess. (1987). Trends in American Youth Character Development. In Kevin Ryan & George Francis McLean(Ed.). Character Development in Schools and Beyond. New York, NY:Praeger, pp.44-50.
⑤ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
⑥ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.38.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.42.
①参见[美]保罗·库尔茨.保卫世俗人道主义[M].余灵灵,译.上海：东方出版社,1996：110-113.
②德文原文为：Zwei Dinge erfuellen das Gemuet mit immer neuer und zunehmender Bewunderung und Ehrfurcht, je oefter und anhaltender sich das Nachdenken damit beschaeftigt: der bestirnte Himmel ueber mir und das moralische Gesetz in mir.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.219.
① JUrgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.)-Cambridge, MA:MIT Press, p.2.
②“永远最优与出人头地”(Always to be the best and to rise above others, Aien aristeuein kai hypeirochm emmenai allon)是荷马(Homer)作品中勇士们(hero)关注的中心(《伊利亚德》(Iliad)vi. p.208),荷马是“古希腊(Hellas)的教育者(educator) "。
③ Hannah Arendt. (1998). The Human Condition,2nd ed. Chicago, IL:The University of Chicago Press, p.41.
④ Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.38.
① Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.27.
② Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.3.
①[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：33.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
①[荷兰]贝内迪特·斯宾诺莎.伦理学(Ethic,4th ed.,192)[M].贺麟,译.北京：商务印书馆,1983：183.
②[荷兰]贝内迪特·斯宾诺莎.伦理学(Ethic,4th ed.,1927)[M].贺麟,译.北京：商务印书馆,1983：185.
③万俊人.寻求普世伦理[M].北京：商务印书馆,2001：480-481.
① Universal Declaration of Human Rights. http://www.un.org/en/documents/udhr/
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.59.
① Lorraine Keeney. (1990). Teaching Values and Self-esteem Through the Environment. Connect:The Newsletter of Practical Science and Math for K-8 Teachers. Brattleboro, VT: Teachers'Laboratory, Inc., Spring, p.11.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.44.
① Jon Nelson Moline. (1982). Classcial Ideas About Moral Education. In Edward Wynne (Ed.). Character Policy:An Emerging Issue. Lanham, MD:University Press of America.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.44-45.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.45.
④孟子·离娄下
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.96-99.
② Nel Noddings. (1995). Care and Moral Education. In Wendy Kohli (Ed.). Critical Conversations in Philosophy of Education. New York, NY:Routledge, pp.139-144.
③侯晶晶,朱小蔓.诺丁斯以关怀为核心的道德教育理论及其启示[J].教育研究,2004, (3)：36-43.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.45-46.
①参见杨韶刚.西方道德心理学的新发展[M].上海：上海教育出版社,2007：261-269.
① Robert Martin Coles. (1997). The Moral Intelligence of Children:How to Raise a Moral Child,2nd ed. New York, NY:Plume, p.5.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.397.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.76.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.76.
③杨韶刚.西方道德心理学的新发展[M].上海：上海教育出版社,2007：267.
① Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.147.
② Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.148.
① Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.145.
② Ruth Jonathan. (1995). Education and Moral Development:The Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), p.158.
③ Bernard R. Brogan & Walter A. Brogan. (1999). The Formation of Character:A Necessary Goal for Success in Education. The Educational Forum,63(4), p.158.
① Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, p.306.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.129-131.
③ Thomas Lickona. (1996). The Eleven Effective Principles of Character Education. The Journal of Moral Education,25(1), pp.99-100.
①For information about Winkelman's program, write Winkelman Elementary School,1919 Llandwehr Road, Glenview, IL.
①郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：55-90.
①郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：89.
②“社区”一词源于拉丁语,意思是“共同的东西和亲密伙伴的关系”。德国社会学家斐迪南·滕尼斯首次将社区一词用于社会学研究。他于1881年将Gemeinschaft(一般译为共同体、团体、集体、公社、社区等)一词首先用于社会学。1887年,他进一步将Gemeinschaft一词同Gesellschaft(一股译为社会)进行对比分析,来说明社会变迁的趋势和两种不同的社会团体。滕尼斯认为人们加入Gemeinschaft这个团体,并不是根据自己意愿的选择,而是因为他生长在这个团体；人们加入Gesellschaft这个团体是按照自己的意愿选择决定的。社会的发展趋势就是逐步从前者向后者过渡。参见[德]斐迪南·滕尼斯.共同体与社会——纯粹社会学的基本概念[M].林荣远,译.北京：商务印书馆,1999.73-95.
①参见郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：89.
① Diane Berreth & Sheldon Berman. (1997). The Moral Dimensions of Schools. Educational Leadership,54(8), pp.25-27.
②万俊人.现代性的伦理话语.哈尔滨：黑龙江人民出版社,2002：69-70.
① John Wilson. (1990). Is Liberalism Strong Enough for a Moral Consensus?. Journal of Moral Education,19(3), p.24.
② Jurgen Habermas. (1979). Communication and the Evolution of Society. Thomas McCarthy, Trans. Boston, MA:Beacon Press, p.3.
③ Jurgen Habermas. (1983). Moralbewusstsein und kommunikatives Handeln. Frankfurt, Hesse-Darmstadt, GER:Suhrkamp, p.131.; Jurgen Habermas. (1990). Moral Consciousness and Communicative Action. Christian Lenhardt and Shierry Weber Nicholsen(Trans.). Cambridge, MA:MIT Press, p.147.
④ Jurgen Habermas. Moralbewusstsein und kommunikatives Handeln. Frankfurt, Hesse-Darmstadt, GER:Suhrkamp, p.132.Jurgen Habermas. (1990). Moral Consciousness and Communicative Action. Christian Lenhardt and Shierry Weber Nicholsen(Trans.). Cambridge, MA:MIT Press, p.148.
①石敏敏.希腊人文主义：论德性、教育与人的福祉[M].上海：上海人民出版社,2003：312.
②汪子嵩,范明生等.希腊哲学史：第3卷[M].北京：人民出版社,2003：1045.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.194.
①郑富兴.德育情境的建构——美国20世纪90年代中小学校的品格教育实践[J].比
较教育研究,2001,(4)：29.
①[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：275.
②郑富兴.德育情境的建构——美国20世纪90年代中小学校的品格教育实践[J].比较教育研究,2001,(4)：31.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.122-131.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 77.
③ Timothy Rusnack (Ed.). (1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc., pp.73-74.
① Mary-Holland Thompson. (1999). Revisiting School Uniforms. The Educational Forum, 63(4), p.300.
② Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.49.
③“停想行思”决策模式(STAR计划)由成立于1963年的杰斐逊品格教育中心编制。"STAR"指的是停止(Stop)、想(Think)、行动(Act)和思考(Review),也就是对解决问题和冲突的四步决策模式的简称。该模式的目的是教导学生承担自己行为的后果,发展和提高自信、自爱和积极态度,设立并实现现实的目标。
④ Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.95-96.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.171.
② Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.66.
③ Thomas Lickona. (1994). Raising Good Children:From Birth Through the Teenage Years. New York, NY:Bantam Books, p.3.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.30.
① Nel Noddings. (1994). Conversation as Moral Education. The Journal Moral Education, 23(1),110.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., pp. 300-301.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.406-409.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.414.
① Gordon G. Vessels. (1998). Character and Community Development:A School Planning and Teacher Training Handbook. Westport, CT:Praeger, p.145.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.173-176.
③参阅联合国教科文组织《信使》周刊第211期(1994年11月23日)关于“社群主义”的专号。中文译介可见：山风编译.法国《信使》周刊谈“社区主义”[J].国外理论动态,1995,168(14)：109-112.
① William Damon & Anne Colby. (1996). Education and Moral Commitment. Journal of Moral Education,25(1), p.31.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 84.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.35.
① For information on CICC's programs, wirite Dr. Kerby Alvy, director, Center for the Improvement of Child Caring,11331 Ventura Boulevard, Suite 103, Studio City, CA 91604; Tel. 818-980-0903.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 49-50.
① Timothy Rusnack (Ed.)-(1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc., pp.138-143.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 45-47.
③ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.147.
① William Damon & Anne Colby. (1996). Education and Moral Commitment. Journal of Moral Education,25(1), p.31.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 82-83. ① C. O'Connor. (1995). The We Decade:Rebirth of Community. The Dallas Morning News. 1995-03-10, p.1.
② Denis P. Doyle. (1997). Education and Character:A Conservative View. Phi Delta Kappan, pp.441-442.
③ Christina Hoff Sommers. (2002). How Moral Education is Finding Its Way Back into America's Schools. In William Damon (Ed.). Bringing in a New Era in Character Education. Stanford, CA:Hoover Institution Press, p.38.
① Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, pp.121-122.
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.22-23.
③ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 13.
④ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 13.
① William Jefferson "Bill" Clinton. (1997). States of the Union 1997. http://www.let.rug.nl/usa/P/bc42/speeches/sud97wjc.htm.1997-02-04.
② Michael Davis. (2003). What's Wrong with Character Education?. American Journal of Education,110(6), p.32.
③ http://www.whitehouse.gov/news/releases/2002/06/20020619-22.html.
Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.22-23.
⑤ ESEA. Section 10103. Partnership in Character Education Pilot Project.
① Joseph Tanen Centamore. (2003). The Character Development of American Youth: 1945-2000. Oakdale, NY:Dowling College, p.176.
② Marvin W. Berkowitz & Melinda C. Bier. (2005). What Works in Character Education:A Research-driven Guide for Teachers. Washington, D.C.:Character Education Partnership.
③ Marvin W. Berkowitz, Esther F. Schaeffer and Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series. (9), p.53.
④ National Clearinghouse for Bilingual Education. (2002). No Child Left Behind Act of 2001:Title I:Improving the academic achievement of the disadvantaged:Public law 107-110, January 8,2002. National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA).
⑤ Laura Welch Bush. (2002). The White House Conference on Character and Community. Washington, DC:White House.
①美国中学对《国家处于危险中》的回应而创立的计划。
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School-Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.ⅹⅹⅰ-ⅹⅹⅱ.
③ William A. Donohue. (1988). Why Schools Fail:Reclaiming the Moral Dimension in Education. Heritage Foundation Reports, (172), p.3.
④ Ian Hill, Jennifer Seuss, Alicia Sherman, Dinesa Thomas, Bennie Tinson & Robin Wilson. (2002). Reshaping California's Character Education Code. Pepperdine University School of Public Policy, pp.ⅶ-ⅷ. http://publicpolicy.pepperdine.edu/master-public-policy/content/capstones/charactered.pdf
① Building Good Citizens for Texas:Character Education Resource Guide. Elementary School. (ED440911).; Building Good Citizens for Texas:Character Education Resource Guide. Middle School. (ED440912).; Building Good Citizens for Texas:Character Education Resource Guide. High School. (ED440913). Document Resume. Texas Education Agency, Austin, TX. Tel: 512-463-9838. http://www.tes.state.tx.us.
② Adam L. Grinage. (2005). Education Programs Decrease Student Suspensions From Regular Instructional Public Eelementary Schools in Texas?. Denton, Texas:University of North Texas, pp.21-22.
③ James Davison Hunter. (2000). The Death of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books, p.117.
① Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education In the North, New Series. (9), pp.53-54.
② William G. Huitt. (2004). Moral and Character Development. Educational Psychology Interactive. Valdosta, GA:Valdosta State University.
① ASCD. (1988). Moral Education in the Life of the School. Educational Leadship, (3), p. 5.
② Refer to http://www.bu.edu/sed/caec/files/history.htm,2008-05-06.
③ Amitai Etzioni. (1993). The Spirit of Community:The Reinvention of American Society New York, NY:Touchstone Books, p.15.
① Marvin W. Berkowitz. (1997). Integrating Structure and Content in Moral Education. Presented in, Larry Nucci (Chair), Developmental perspectives and approaches to character education. Symposium conducted at the meeting of the American Educational Research Association, Chicago.
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.21-22.
① Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
①John Kekes. (1997). Against liberalism. Ithaca, NY:Cornell University Press, pp. 168-169.
①万俊人.寻求普世伦理[M].北京：商务印书馆,2001：30.
② Patricia G. Ramsey. (1987). Teaching And Learning In A Diverse World:Multicultural Education For Young Children. New York, NY:Teachers Colledge Press, p.186.
③ Ron Scapp. (2003). Teaching Values:Critical Perspectives on Eeducation, Politics, and Culture. New York, NY:Routledge, p.156.
④[美]奥利维尔·如恩斯.为什么20世纪是美国世纪[M].闫循华、梁泓等,译.北京：新华出版社,2002：205.
① Joel H. Spring. (2002). American Education,10th ed. New York, NY:McGraw-Hill Companies Inc., p.172.
②参见美国人本主义心理学家亚伯拉罕·H·马斯洛(Abraham H.Maslow,1908-1970)的需求层次理论(Need-hierarchy Theory),即：生理需要、安全需要、归属和爱的需要,获得尊重的需要及自我实现的需要。
③ Robert Ernest Hume. The World's Living Religions, With Special Reference to Their Sacred Scriptures and in Comparison With Christianity; An Historical Sketch. New York, NY: Macmillan Pub Co., p.278.
④ New Testament:Matthew. Chanter Ⅶ/Section Ⅻ
⑤ Dhamma-pada. (1955). in Bhagavan Das. Essential Unity of All Religions,5th ed. Wheaton, IL:Theosophical Publishing House, p.406.
⑥ Nos(14,306). (1938). In Sukhandn-i-Muhammad. Teheran, DE:Persian & Arabic. Cf. also Muhammad (the prophet.), Muhammad Amin. (1963). Sayings of the Prophet Muhammad. by. Lahore, Pakistan:Muhammad Ahsraf.
① Mahabharata. (1955). In Bhagavan Das. Essential Unity of All Religions,5th ed. Wheaton, IL:Theosophical Publishing House, p.398.
② Old Testament:Leviticus. Chapter ⅩⅨ/Section ⅩⅧ
③论语·颜渊
④太上感应篇
⑤万俊人.编者序言：20世纪西方伦理学知识镜像[M]//万俊人主编.20世纪西方伦理 学经典(Ⅲ)：伦理学限阈：道德与宗教.北京：中国人民大学出版社,2004：8-9.
①参见余维武.冲突与和谐——价值多元背景下的西方德育改革[M].南京：江苏教育出版社,2009：179.
②万俊人.寻求普世伦理.北京：商务印书馆,2001：42-45.
①参见丁锦宏.品格教育论[M].北京：人民教育出版社,2005：188.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.42-44.
②[德]伊曼努尔·康德.道德形而上学(Metaphysik der Sitten, Konigsberg,1797)[M]//李秋零主编.康德著作全集：第6卷.北京：中国人民大学出版社,2007：474.
③[德]伊曼努尔·康德.未来形而上学导论(Prolegomena zu EinerJeden Kiinftigen Metaphysik, die als Wissenschaft Wird auftreten Konnen,1783)[M]//李秋零主编.康德著作全集：第4卷.北京：中国人民大学出版社,2007：270.
① Christopher Hugh Derrick. (1986). We Hold These Duties.... National Catholic Register. 1986-06-22. p.4.
② Alasdair MacIntyre. (1988). Whose Justice? Which Rationality?. Notre Dame, IN: University of Notre Dame Press, p.23.
① Nel Noddings. (1992). The Challenge to Care in Schools:An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume Ⅷ. New York, NY: Teachers College Press, p.5.
② Nel Noddings. (1992). The Challenge to Care in Schools:An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume Ⅷ. New York, NY: Teachers College Press.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第1卷(第2版)[M].北京：人民出版社,1995：56.
①包利民,[美]M·L·斯戴克豪思(Max Lynn Stackhouse).现代性价值辩证论——规范伦理的形态学及其资源[M].上海：学林出版社,2000：196.
① John Stuart Mill. (1859/1982). On Liberty,2nd ed. New York, NY:Penguin, p.152.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.11.
①[美]弗兰克·梯利.伦理学导论[M].何意,译.桂林：广西师范大学出版社,2002：181-182.
①李德顺.普遍价值及其客观基础[J].中国社会科学,1998,(6).
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①冯林指出中国家长通常存在十大不足：1、家长作风,专制主义；2、暴力倾向,赏罚简单；3、重智轻德、分数第一；4、狭隘自私,强施子女；5、娇惯溺爱,包办代替6、急功近利,实用主义；7、抑制创新,中庸心态；8、趋炎附势,盲目追风；9、明哲保身,虚伪世故；10、精神空虚,缺乏信仰。这十大不足,着实刻画了大部分中国家庭的教育基础。参见冯林.中国家长批判[M].北京：中国商业出版社,2001.
① William John Bennett. (1988). Our Children & Our Country. New York, NY:Simon & Schuster, Inc., p.72.
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① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.228.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.243.
① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.15.
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② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.263.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.263.戈多(Godor)源自爱尔兰作家塞缪尔·贝克特(Samuel Beckett)的戏剧《等待戈多》,在这部戏剧里,作者塑造了一个虚拟的形象戈多,这是剧中人物正盼望着的一个人物,但他永远都不会到来。而圣·本尼迪克特(Saint Benedict of Nursia,约480-约547)则是公元6世纪的修士,基督教隐修制度的创始人。他创建了一种新的富有特色的修士团体形式,以他名字命名的《隐修院规章》(Rule of Saint Benedict)迄今仍在西欧普遍遵行。
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② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, pp.86-87.
①中共中央.中共中央关于印发《公民道德建设实施纲要》的通知[G]//教育部思想政治工作司,组编.加强和改进大学生思想政治教育重要文献选编(1978-2008).北京：中国人民大学出版社,2008：315.
②联合国教科文组织.学会关心：21世纪的教育——圆桌会议报告[C].王一兵,译.//国家教育委员会国家教育发展研究中心,中国教科文组织全委会秘书处.未来教育面临的困惑与挑战一一面向21世纪教育国际研讨会论文集.北京：人民教育出版社,1991：20.
①中共中央.中共中央关于印发《公民道德建设实施纲要》的通知[G]//教育部思想政治工作司,组编.加强和改进大学生思想政治教育重要文献选编(1978-2008).北京：中国人民大学出版社,2008：317.
②美国德育心理学家科尔伯格把传统的以德目为内容的道德教育称之为“美德袋”教育,指的是教育者代表社会把一部分被社会认为是重要的德目装入一个“布袋”,然后从袋中“摸”出特定的德目教给下一代学生。虽然代与代之间以及同时代的不同文化之中在德目的选择上可能存在差异,但是其核心德目则被认为是共同的和亘古不变的。科尔伯格喻讽这种“美德袋”德育将越传越旧,终于成为有待抛弃的“破旧布袋”。
③王坤庆,吴亚林.走出传统德育研究的误区[J].云梦学刊,1996,(3)：44. ① William John Bennett. (1993). The Book of Virtues:A Treasury of Great Moral Stories. New York, NY:Simon & Schuster.; William John Bennett. (1995). The Moral Compass:Stories for a Life s Journey. New York, NY:Simon & Schuster.
② Marva Collins & Civia Tamarkin. (1990). Marva Collins'Way,2nd ed. Los Angeles, CA: Jeremy P. Tarcher, Inc..
③ William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books.
⑤ Edward A. Wynne & Kevin Ryan. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company.
⑥ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.5.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
① Jacques S. Benninga. (1991). Moral, Character, and Civic Education in the Elementary. New York:School Teachers College Press.
② Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press.
③ Kevin Ryan & Thomas Lickona(Ed.). (1992). Character Development in Schools and Beyond, 2nd. (George F. McLean(Ed-). Cultural Heritage and Contemporary Change Series VI. Foundations of Moral Education, Vol 3). Washinton, D.C.:The Council for Research in Values and Philosophy.
④ Douglas H. Heath. (1994). Schools of Hope:Developing Mind and Character in Today s Youth (Jossey Bass Education Series). San Francisco, CA:Jossey-Bass Inc. Publishers.
⑤ Henry A. Huffman. (1994). Developing a Character Education Program:One School District's Experience. Alexandria, VA:Association for Supervision and Curriculum Development.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
②《教育领导》(Educational Leadership)系国际监督和课程发展协会(Association for Supervision and Curriculum Development, abbr. ASCD)的旗舰刊物,是世界公认的教学和学习新思路和做法的权威信息来源。ASCD是会员制的国际性非盈利性组织,1943年成立,拥有100多个成员国和超过175,000个会员。协会主要任务是为会员提供发展计划、产品和服务,提高教育领导能力。http://www.ascd.org/publications/educational-leadership.aspx.
③《菲德尔卡潘》(Phi Delta Kappan)系国际教育机构Phi Delta Kappa自1915年以来出版的一份专业教育杂志,主要涉及所有教育工作者的政策层面问题,倡导“研究型学校的改革”。Phi Delta Kappa(abbr."PDK"or "PDK国际”)是一个国际性的教育工作者专业机构,总部设在美国印第安纳州的布卢明顿(Bloomington)。 http://www.pdkintl.org/kappan/kappan.htm.
④ Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan,79(6), p.453.
⑤[美]A·威尔森(Andrew Wilson).美国道德教育危机的教训[J].湘学,译.国外社会科学,2000,(2)：54.
① Roger Rosenblatt. (1995). Who'll Teach Kids Right from Wrong? The Character Education Movement Thinks the Answer Is the Schools. New York Times Magazine.1995-04-30.
② Kenneth A. Bruffee. (1993). Collaborative Learning:Higher Education, Interdependence, and the Authority of Knowledge. Baltimore, MD:Johns Hopkins University Press.
③ Lisa D. Delpit. (1995). Other People s Children:Cultural Conflict in the Classroom. New York, NY:New Press.
④ Colin Greer & Herbert R. Kohl. (Eds.). (1995). A Call to Character:A Family Treasury of Stories, Poems, Plays, Proverbs, and Fables to Guide the Development of Values for You and Your Children. San Francisco, CA:HarperCollins Publishers.
⑤ Doborah Meier. (1995). The Power of Their Ideas:Lessons for America from a Small School in Harlem. Boston, MA:Beacon Press.
⑥ George W. Nobit & Van O. Dempsey. (1996). The Social Construciton of Virtue:The Moral Life of Schools. Albany, NY:State University of New York Press.
① Judith Renyi. (1993). Going Public:Schooling for a Diverse Democracy. New York, NY: New Press.
② Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.431.
③ Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.433.
④ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press.
⑤ James Davison Hunter. (2000). The Death of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books. ① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.30.
② Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.30.
③ Alfie Kohn. (1997). How not to Teach Values:A Critical Look at Character Education. Phi Delta Kappan,78(6), p.429.
④ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.10.
⑤ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.13.
⑥ Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan,79(6), p.453.
⑦ Jacques S. Benninga & Edward A. Wynne. (1998). Keeping in Character:A Time-tested Solution. Phi Delta Kappan,79(6), p.444.文章指出,品格教育教授的价值和美德可以概括为：体现《美国宪法》、《权利法案》和其它文件的原则,如正义、公民的权利和责任、出版自由、宗教信仰自由等；许多品格教育著作间接提到的共同的核心美德；越来越多的社区为自己的孩子采纳的共同的核心美德；1992年阿斯彭宣言的六个支柱；宗教传统美德。
① See Thomas Lickona. (1998). A More Complex Analysis is Needed. Phi Delta Kappan, 79(6), p.449-453.
② Thomas Lickona. (1996). The Eleven Effective Principles of Character Education. The Journal of Moral Education,25(1), pp.99-100.
③ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc..
④ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc..
⑤ Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc..
Timothy Rusnack (Ed.). (1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc..
①休·哈特肖恩(Hugh Hartshone)和马克·A·梅(Mark A. May)在20世纪20至30年代进行了一项重要的研究来证实儿童诚实品格形成的因素。研究发现,很少有学生表现出诚信的行为,大多数学生会骗人,行为自私。从研究数据上看,德行与背景有关,儿童在一些情况下有欺骗或撒谎的行为,而在另外一些情景下则不会有。研究成果表明：几乎每个儿童都在某个时候欺骗过,欺骗的频率主要取决于特定的情景。
②参见：魏贤超.现代德育原理[M].杭州：浙江大学出版社,1993；戚万学.冲突与整合——20世纪的西方道德教育理论[M].济南：山东教育出版社,1995；郭本禹.道德认知发展与道德教育——柯尔伯格的理论和实践[M].福州：福建教育出版社,1999.
①[美]威廉姆·贝内特.美德书[M].何吉贤,译.北京：中央编译出版社,1999；[美]威廉姆·贝内特.道德指南针：终身受用的哲理寓言和故事[M].周启凡,译.海口：海南出版社,2001；[美]托马斯·里考纳.美式课堂——品质教育学校方略[M].刘冰等,译.海口：海南出版社,2001.；[美]玛多娜·墨菲.美国“蓝带学校”的品性教育[M].周玲、张学文,译.北京：中国轻工业出版社,2002.；[美]托马斯里考纳.美式家庭：品质教育家长对策[M].喻佑斌、罗文盛,译.海口：海南出版社,2001.
①本段引文均引自袁桂林.当代西方道德教育理论[M].福州：福建教育出版社,1995：264.
②郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006.
③丁锦宏.品格教育论[M].北京：人民教育出版社,2005：2.
④唐汉卫.现代美国道德教育研究[M].济南：山东人民出版社,2010：110-114.
①晏妮.美国新品格教育的历史与思想沿革[J].当代教育论,2008,(13)：113-115.作者认为新品格教育思想是对杜威教育思想的沿革和价值澄清理论的反思,而关怀体谅学派为美国品格教育的复兴提供了一些新的思路。
②李旭.美国青少年品格教育探析[J].宁波大学学报,2003,(1)：72-73.作者指出美国品格教育回归的表现在于：各种品格教育机构纷纷成立,形式多样的品格教育研讨会令人目不暇接；有关品格教育的论著大量涌现；品格教育运动得到国家和政府的支持。
③檀传宝.第三次浪潮：美国品德教育运动述评[J].北京大学教育评论,2003,(2)：37.
④杜禾.试论当代美国品格教育理论的局限[J].比较教育研究,2011,(11)：51.
⑤徐爱杰.美国品德教育运动的基本观点及分析[J].中国教育学刊,2007,(4)：31.作者在文中介绍了阿兰·罗克伍德和“品格教育伙伴”的定义。
①朱维霞.美国学校品格教育的特点及启示[J].唯实,2005,(4)：58.作者指出,美国的品格教育目标是培养合格公民或好公民、民主公民,围绕这一目标,民主教育的内容分为两部分,一是政治人格的培养；二是道德品性的养成。
②郑航.美国品格教育发展中的理论分歧及其整合[J].比较教育研究,2005,(7)：57-59.作者认为,美国品格教育的各种理论或主张之间存在明显分歧,这种分歧既包括非广义品格教育内部的分歧,也包括非广义品格教育与广义品格教育的各种理论或主张之间的分歧。
③郑富兴,李桢.道德教育的现代性问题——关于美国品格教育争论的伦理学分析[J].比较教育研究,2002,(6).文章从现代性的角度,根据自由主义和社群主义的伦理学争论,分析了美国关于品格教育的争论。文章认为,这场争论是美国道德教育的两条道路之争；其思想根源是伦理学上的自由主义和社群主义之争,其性质是进入现代社会以后产生的道德教育的现代性问题,即学校道德教育存在的学校的契约性与社群性、道德观的连续性与非连续性、主体性与规范性、教育模式的普遍性与特殊性的内在矛盾关系的割裂。
④杨韶刚.道德认知与品格教育：一种整合的道德心理学取向[J].思想理论教育,2011,355(6)：28-32.
⑤李西丰.社群主义视域中的美国新品格教育[J].沈阳大学学报,2011,(4).作者指出20世纪80年代末美国青少年糟糕的道德状况和现代道德教育的困境诱发了美国新品格教育的兴起,以社群为基本特征的新品格教育表达着自身的价值诉求——达成道德共识。
⑥张香兰.简析美国的品格教育及对我国道德教育的启迪[J].内蒙古师范大学学报,2003,(3)：33.
⑦何期.美国品德教育的复兴及其启示[J].学术论坛,2007,(1)：193-194.
⑧王晓娥.美国品格教育复兴对我国德育的启示[J].教学与管理,2011,(27).；冯洁.美国品德教育的复兴及其启示[J].江苏社会科学,2009,(S1).
①杨韶刚.品格教育：一种新的道德心理学研究取向[J].思想·理论·教育,2002,(5)：24-25.该项目名为“在品格教育中发挥作用的主要因素是什么”,八个有效地促进品格发展的因素即：对学生的尊重和关爱、积极的角色榜、给学生提供发挥自主性和影响力的机会、提供思考、争论与合作的机会、使命和标准、提供社会技能训练、提供参与道德行为的机会和父母和社区的参与。
②戚万学.何谓有效的品格教育——美国CEP及其教育的基本原则[J].外国教育研究,2001,(4)：45-49.
③施铁如.美国品格教育实践与研究[J].教育导刊,2001,(7)：11-12.美国品格教育联盟、伦理与品格促进中心、第4和第5R中心等组织的品格教育实践策略,以及华盛顿杰弗逊初级中学,乔治亚州的西点小学的成功案例
④姬会然.美国新品格教育的实践策略解读[J].现代中小学教育,2007,(9)：48-50.
⑤郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,(11)：88.
⑥郑富兴.美国中小学品格教育实践中的故事法探析[J].外国教育研究.2002,(11)：42-45.
⑦刘波.美国预备教师对于品格教育态度的研究——以对哈丁大学计划取得教师资格证本科生取样研究为例[J].河北理工大学学报(社会科学版),2010,(6).
⑧杜冰.如果成功的秘诀是失败怎么办——美国精英高中的品格教育困境[J].人民教育,2012,(2).
⑨许瑞芳.美国当代品格教育运动概览及启示[J].基础教育,2010,(1)：30-31.作者提出,美国当代品格教育复兴运动及品格教育理论的发展反映了美国对道德教育规律认识的不断深入,我国应加强德育研究和德育实践的相互联系,以理论的发展带动德育实践。
⑩彭虹斌.美国学校品格教育的现状、特点及其对我国品格教育的启示[J].广西教育 学院学报,2010,(1)：147.作者认为美国有半数左右的州将品格教育的具体内容写进了法案,我国应借鉴他们的经验,将具体的、符合中国国情或被世界广泛认可的品格或美德规范写进国家或地方的教育法案。
①杨海艳.美国品格教育对我国高校德育的启示——兼论如何提高《思想道德修养与法律基础》教学实效[J].职业技术教育,2007,(8)：87.作者指出美国品格教育提出的“要发展品格,学生必须有进行道德行动的机会”理念值得借鉴,我国高校德育不能仅停留在理论教学中,应是知、情、意、行的统一。
②丁锦宏.品格教育：向右摆动的“钟摆”——美国品格教育发展与面临问题的探究[J].南通师范学院学报,2003,(1)：119-120.作者认为,美国品格教育面临五个方面的批评包括：“如何看待普遍出现的社会问题?学校功能的世纪聚焦；如何看待人的本性?道德教育逻辑起点的论争；教育的根本目标是什么?教育目标的天平在‘人’与‘社会’之间的两难抉择；什么价值、谁的价值?教育内容合法性质询；是灌输,还是建构?‘外铄’与‘内发’模式的世纪对立”。
③丁道勇.品格教育：观点与评论[J].外国教育研究,2008,(3)：77.作者认为美国品格教育应对社会问题的思路存在问题；价值与行动没有直接联系；把教育当成训练；榜样法应用不当；品格教育的效果值得怀疑。
④陈洁.美国品格教育运动及其对学生思想政治教育的启示[J].思想政治教育研究,2010,(7)：135-137.作者认为美国品格教育缺少统一的理论指导和统一的组织领导,内涵和外延均含混不清,而且来自学校内外部的阻力影响了品格教育的开展。
⑤陈慧铭.利考纳新品格教育理论与我国的个人品德教育[D].济南：山东大学,2009；蒋建微.托马斯·里克纳的品格教育思想研究[D].重庆：西南大学,2008；杨超.里考纳品格教育思想述评[D].济南：山东师范大学,2001.
⑥苏艳.美国新品格教育及其对我国高校德育的启示[D].南京：南京师范大学,2011.；宁芬芬.美国品格教育实践研究[D].上海：华东师范大学,2011.；刘佳.美国新品格教育对我国未成年人道德教育的启示[D].南宁：广西师范学院,2010.；王丹.美国新品格教育运动探析[D].长春：东北师范大学,2009；王琳.美国新品格教育研究[D].大连：大连理工大学,2009；李莹.美国品格教育运动探析——美国品格教育运动对我国当代德育的启示[D].长春：东北师范大学,2008；张美.二战后美国中小学品格教育发展研究[D].济南：山东师范大学,2007；刘冬梅.美国中小学品格教育及其启示[D].南宁：广西师范大学,2006；林洁.当代美国品格教育运动述评[D].济南：山东师范大学,2006；田贵华.美国 学校品格教育研究[D].武汉：武汉大学,2005；成少钧.美国中小学品格教育研究[D].石家庄：河北大学,2004.
①姬会然.情境涵养品格——从“情境”角度透视美国新品格教育[D].武汉：华中师范大学,2008.
②王倩.美国新品格教育[D].重庆：四川外语学院,2010.本文从文化的角度来对美国的新品格教育进行分析。陈莉莉.论西方励志书在实施品格教育中的作用——以《美德书》为例[D].温州：温州大学,2010.；徐媛媛.新保守主义对美国道德教育的影响[D].济南：山东师范大学,2009.
③郭良春.品格教育与学校道德课程建设[D].北京：首都师范大学,2006.
④于莲.美国品格教育组织研究[D].济南：山东师范大学,2010.
⑤岑建军.美国中小学生的“品质教育”活动[J].比较教育研究,2000,(6)；施铁如.面向新世纪的品格教育[J].比较教育研究,1999,(1)；杨韶刚.美国品格教育最新发展研究[J].江西师大学报(哲社版),2001,(5)；高德胜.人格教育的回潮[J].比较教育研究,2002,(6).
⑥戚万学,赵文静.有效品格教育的十一条原则[J].外国教育研究,2001,(2).
⑦安钰峰.凯文·瑞安品格教育理论的演变及启示[J].思想教育研究,2012,(1)；安钰峰.托马斯·里可纳的品格教育思想——兼谈美国中小学的品格教育[J].道德与文明,2005,(5)；刘冬梅.里可纳教育思想影响下的美国青少年品格教育[J].教育探索,2011,(8).；王越霞,李彬.反思与超越——简论利考纳的新品格教育思想[J].理论月刊,2009,(3)等。
⑧范伟伟.新品格教育和关怀教育的差异及启示[J].比较教育研究,2010,(1).作者从道德教育的理论基础、内容、方式等方面分析了关怀教育和品格教育的差异,对一些相关社会政策进行了反思。
⑨袁慧芳,彭虹斌.美国学校品格教育的立法沿革与现状[J].外国中小学教育,2009,(7).作者对美国近年来各州品格教育的法案修改和新法案进行了概述性的阐述。
① Wolfgang Brezinka. (1992). Philosophy of Educational Knowledge:An Introducation to the Foundations of Science of Education, Philosophy of Education and Practice Pedagogics(Grundbegriffe der Erziehungswissenschaft,1990). James Stuart Brice & Raoul Eshelman, Trans. Dordrecht, SH, NL:Kluwer Academic Publishers, p.33.
②叶澜.教育研究方法论初探[M].上海：上海教育出版社,1999：25.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1252a25.
① Ludwig Wittgenstein. (1998). Culture and Value,2nd ed(Vermischte Bemerkungen). Peter Winch(Trans.). Georg Henrik von Wright & Heikki Nyman(Ed.). Oxford, UK:Basil Blackwell Publishers Ltd, p.72.
② Wolfgang Brezinka. (1992). Philosophy of Educational Knowledge:An Introducation to the Foundations of Science of Education, Philosophy of Education and Practice Pedagogics(Grundbegriffe der Erziehungswissenschaft,1990). James Stuart Brice & Raoul Eshelman(Trans). Dordrecht, SH, NL:Kluwer Academic Publishers, p.28.
① Henry George Liddell & Robert Scott. (2011). A Lexicon:Abridged from Liddell and Scott's Greek-English Lexicon. Nabu Press, p.100.
② Werner Wilhelm Jaeger. (1943). Paideia:The Ideals of Greek Culture, Vol. I. New York, NY:Oxford University Press, p.5.
①石敏敏.希腊人文主义：论德性、教育与人的福祉[M].上海：上海人民出版社,2003：12.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a15.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.176.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.273.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
①礼记.中庸
②张炎.词源[M].北京：商务印书馆,1958：589.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选 集：伦理学卷.北京：中国人民大学出版社,1999：1103a30.
① Julia Annas. (2006). Virtue Ethics. In Davis Copp (Ed.). The Oxford Handbook of Ethical Theory. Oxford:Oxford University press, Inc., pp.515-516.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1145a5.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：134.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1269a.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106b16.
③ Sarah Broadie. (2002). Philosophical Introduction and Commentary. In Aristotle. Nicomachean Ethics. Oxford:Oxford University Press, p.17.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1104b5.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1105a15.
③ Julia Driver. (2007). Ethics:The Fundamentals. Malden, MA:Wiley-Blackwell Publishers, Inc., p.147.
④ Susan Stark. (2001). Virtue and Emotion. Nous,35(3), p.440.
⑤ Julia Driver. (2007). Ethics:The Fundamentals. Malden, MA:Wiley-Blackwell Publishers, Inc., p.15.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1144b25.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1144b30.
②这一归纳见Alasdair Chalmers MacIntyre. (2001). Virtue Ethics. In Lawrence C. Becker. Encyclopedia of ethics, Vol. Ⅲ. London:Routledge, pp.1757-1758.
①李华驹.21世纪大英汉词典[M].北京：中国人民大学出版社,2002：433.
②[英]茱迪·皮尔索(Judy Pearsall),帕特里克·汉克斯(Patrick Hanks)主编.新牛津英语词典[M].上海：上海外语教育出版社,2001：306.
③[英]艾伯特·希尼·霍恩比(Albert Sydney Hornby)牛津高阶英汉双解词典[M].北京：商务印书馆、牛津大学出版社,1997：225.
④卫道治.英汉教育词典(修订版)[M].武汉：湖北教育出版社,2001：74.
⑤潘光旦.论品格教育[M]//潘光旦.潘光旦文集.北京：人民教育出版社,1999：199-200.
①[英]理查德·斯坦利·彼特斯.道德发展与道德教育[M].邬冬星,译.杭州：浙江教育出版社,2000：21-23.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1104b20.
③[古希腊]亚里士多德.大伦理学[M].徐开来,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1185a35.
④[古希腊]亚里士多德.优台谟伦理学[M]//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1219a.
⑤袁桂林.当代西方道德教育理论[M].福州：福建教育出版社,1995：235.
① Stanley Hauerwas. (1975). Character and the Christian Life. San Antonio, TX:Trinity University Press, pp.11-18.
② Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, p.35.
③ Power F. Clark & Daniel K. Lapsley (Ed.). (1992). The Challenge of Pluralism: Education, Politics, and Values. Notre Dame, IN:University of Notre Dame Press, p.42.
④ Jan W. Steutel. (1997). The Virtue Approach to Moral Education:Some Conceptual Clarification. The Journal of Educational Philosophy,31(3).
⑤朱智贤.心理学大词典[M].北京：北京师范大学出版社,1989：798.
⑤ Marvin W. Berkowitz. (2002). Obstacles to Teacher Training in Character Education. Early Education and Development, (13), pp.1-10. ① George Francis McLean. (et al.). (1986). Act and Agent:Philosophical Foundation for Moral Education and Character Development. Lanham, MD:University Press of American.
② Marvin W. Berkowitz & John H. Grych. (2000). Early Character Education and Development. Early Education and Development,11(1), pp.55-72.
③ Edward A. Wynne. (1984). Developing Character:Transmitting knowledge. Educational Leadership, (4), pp.15-21.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
⑤ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.71.
⑥ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.80.
① Ivor A. Pritchard. (1988). Character Education:Research Prospects and Problems. American Journal of Education,96(4), pp.469-495.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.1.
③[奥地利]马丁·布贝尔.品格教育[M]//任钟印.世界教育名著通览.武汉：湖北教育出版社,1994：1315-1316.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.53-56.
①“良心”包括认知方面(知道什么是正确的)和情感方面(感到有责任时间正确之事)。“自尊”是指珍惜自己也尊重自己,不虐待自己的身心或允许别人虐待自己。“移情”指体验别人的境况,使自己超越自我；深入到别人的心灵,体会别人的喜怒哀乐。移情隶属于观点采择的情感方面。“爱善”是品格的最高形式之一,当人们爱善时,就会乐于行善,他们不再仅仅视道德为责任,而更是一种渴望。情感常能超越理性,所以“自控”对于德性是必须的。谦逊是自知之明的情感方面,表现为开放性的接受真理并勇于修正错误。See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.57-61.
②“道德能力”指将道德判断及道德情感转化为有效道德行为的能力。“道德意志”能使道德理智战胜非分的情感,使人们始终从道德的维度上处理问题。在很多情况下道德行为得益于“道德习惯”,人们常常由于习惯的力量而做出道德行为。道德习惯对品格养成很重要。See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.61-62.
③ Samuel Smiles. (2006). Character. Middlesex, TW, UK:Echo Library, p.2.
①丁锦宏.品格教育论[M].北京：人民教育出版社,2005：36.
② D. S. Hutchinson. (1986). The Virtues of Aristotle. New York, NY:Routledge & Kegan Paul in association with Methuen, p.20.
① Stanley Hauerwas. (1975). Character and the Christian Life. San Antonio, TX:Trinity University Press, pp.15.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.39.
② Kristjan Kristjansson. (2002). In Defence of On-expansive, Character Education. Journal of Philosophy of Education,56(2), pp.138-145.
③ Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc..
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.56.
② William G. Huitt. (2007). Educating for Character and Democarcy:A Practical Introducation. http://tigger.uic.eud/inucci/MoralEd/articles.html.2007-01-29. ③ Howard Kirschenbaum. (2000). From Values Clarification to Character Education:A Personal Jouney. Journal of Humanistic Counseling, Education & Development,39(1), pp.4-17.
④ Jacques S. Benninga. (1993). School, Moral Development and Citizenship. In Edward A. Wynne & Kevin Ryan. Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company, p.88.
⑤ Ivor A. Pritchard. (1988). Character Education:Research Prospects and Problems. American Journal of Education,96(4), pp.469-495.
⑥ Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc., pp.5-6.
① Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.17.
② Thomas Lickona. (1997). Educating for Character:The School's Highest Calling. In Georgia Humanities Lecture, p.3.
③ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.2.
④ Gordon G. Vessels. (1998). Character and Community Development:A school Planning and Teacher Training Handbook. Westport, CT:Praeger, p.4.
⑤ Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.17.
⑧杨韶刚.品格教育：一种新的道德心理学研究取向[J].思想·理论·教育,2002, (5)：22-25.
① Character Education Partnership. (1999). Teachers as educators of character:Are the Nation s schools of Education Coming up Short?. Washington, D.C., p.21.
② James S. Leming. (1997). Social Studies Research and the Interest of Children. Theory and Research in Social Education,25(4), pp.16-20.
③ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 24.
④ Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series. (9), p.53.
① Anne Turnbaugh Lockwood. (1997). Character Education:Controversy and Consensus. Thousand Oaks, CA:Corwin Press, Inc., pp.5-8.
①参见丁锦宏.品格教育论[M].北京：人民教育出版社,2005：54-61.
② See Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.48-56.
① George Frederick Kneller. (1971). Foundations of Education,3rd ed. New York, NY: Wiley, p.31.
② S. Samuel Shermis. (1967). Philosophic Foundations of Education. American Book Co., p.2.
③樊浩.道德教育的价值始点及其资源性难题[J].教育研究.2003,(10)：40.
① Thomas Hobbs. (1976). Leviathan:or, The matter, forme & power of a commonwealth, ecclesiasticall and civill,2nd ed. London, UK:J. M. Dent & Sons Ltd., p.65.
①荀子·性恶
② Plato. (1956). Great Dialogues of Plato. William Henry Denham Rouse(Trans.). New York, NY:Mentor, p.28.
③论语·八佾
④礼记·哀公问
⑤左传·昭公二十六年
⑥论语·八佾
⑦论语·颜渊
⑧荀子·礼论
①荀子·致士
②礼记·大学
③礼记·中庸
④智者(Sophist)的原意是指“智慧之人”,是公元前5世纪中期以后在古希腊的雅典以传授辩证法、修辞学和文法(即“三艺”)为职业的教师群体。他们以古希腊的哲学和科学成就为基础,并在游历东方各国时汲取东方文化科学精华,从而为“三艺”的发展奠定了开创性的工作基础。智者派教育活动的着力点在于提高受教育者的政治智慧与辩论术,以适应雅典民主政治生活的需要。为此,虽然他们的教学要收取学费,但深受雅典青年的欢迎。早起智者派的代表人物是普罗泰戈拉(Protagoras,481-411B.C.)和高尔吉亚(Gorgias,483-375B.C.)。普罗泰戈拉是色雷斯的阿布德拉人,学识渊博,曾为图里翁城邦制定法律,公元前455年应伯利克里邀请至雅典教学。高尔吉亚是西西里岛的约里昂提尼人,公元前427年到雅典开展教学工作。因善辞令,演说才能和辩论技巧高超而获极高声誉。雅典人曾为其在德尔斐神庙铸金像为记。
⑤ Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2md ed. New York. NY:Simon & Schuster, Inc., p.14.
② Plato. (1952). Plato, Ⅳ:Laches, Protagoras, Meno, Euthydemus,3rd. By W. R. M. LAMB. M. A. Cambridge, MA:Harvard University Press, pp.318B-319A.
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①[苏]米定斯基.世界教育史[M].叶文雄,译.北京：生活·读书·新知三联书店,1950：27.
② Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.14.
③ Plato. (1914). Plato, Ⅱ:Theatetus, Sophist. H. N. Fowler(Trans.). London, UK:William Heinemann, pp.
④ Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.46.
⑤[德]爱德华·策勒尔.古希腊哲学史纲[M].翁绍军,译.济南：山东人民出版社,1992：82.
⑤ Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.15.
① Marcus Tullius Cicero. (2005). Tusculan Disputations:On the Nature of the Gods, And on the Commonwealth. Trans. C. D. Yonge. New York, NY:Cosimo, Inc., p.166.
②[古希腊]柏拉图.苏格拉底最后的日子——柏拉图对话集[M].余灵灵、罗林平,译.上海：生活·读书·新知三联书店,1988：162.
③王国银.德性伦理研究[M].长春：吉林人民出版社,2006：61.
①[古希腊]色诺芬(Xenophon).回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：25.
②[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：20-21.
③[德]黑格尔.哲学史讲演录：第2卷(Vorlesungen Uber die Geschichte der Philosophie,1928)[M].贺麟、王太庆,译.北京：商务印书馆,1960：44.
①参见苗力田.希腊哲学[M].北京：中国人民大学出版社,1989：239.
② T. Penner. (1996). "The Unity of Virtue". In William J. Prior(Ed.). Socrates:Critical Assessments, vol. Ⅳ. London, UK:Routledge, p.47.
③ See T. Penner. (1996). "The Unity of Virtue". In William J. Prior(Ed.). Socrates:Critical Assessments, vol. Ⅳ. London, UK:Routledge, p.85.
④参见[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：26-32.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：109.
③[古希腊]柏拉图.普罗泰戈拉篇[M]／／[古希腊]柏拉图.柏拉图全集：第1卷.王晓朝,译.北京：人民出版社,2002：484.
④[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：149.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：149-150.
②倪勇.德性的失落与重构[J].东岳论从,2006,27(6)：197.
① [德]汉斯-格奥尔格·伽达默尔(Hans-Georg Gadamer,1900-2002).加达默尔论柏拉图(Hans-Georg Gadamer Dialogue and Dialectic:Eight Hermeneutical studies on Plato)[M].余纪元,译.北京：光明日报出版社,1992：56.
② #12
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.141.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.141.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯全集：第23卷[M].北京：人民出版社,1972：447.
② Gerard Verbake. (1990). Moral Education in Aristotle. Washington D.C.:Catholic University of America Press, pp.231-233.
③这里的理性是logos,即通常所说的理智德性,如智慧、理解和明智等。此外,慷慨与节制、温良和谦恭等则是伦理德性。
④[古希腊]亚里士多德.大伦理学[M].徐开来,译.//苗力田,编.亚里士多德选集：伦 理学卷.北京：中国人民大学出版社,1999：1182a25.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1102a5.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a10.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
④[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a10.
⑤[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1107a5.
①因此把“习惯”(ethos)一词的拼写方法略加改动,就有了“伦理”(ethikee)这个名称。
②参见[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a15-1103b10.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选 集：伦理学卷.北京：中国人民大学出版社,1999：1106a20.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编,亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1098b30.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1095a15.
③[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1098b30.
④ Robert Nozick. (1997). Socratic Puzzles. Cambridge, MA:Harvard University Press, p. 33.
① Don Cupitt. (1995). Solar Ethics. London, UK:SCM Press, p.2.
②高国希.道德哲学[M].上海：复旦大学出版社,2005：35.
③ Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
④陈根法.德性论[M].上海：上海人民出版社,2004：3.
⑤ Alasdair Chalmers MacIntyre. (2001). Virtue Ethics. In Lawrence C. Becker. Encyclopedia of ethics, Vol.Ⅲ. London:Routledge, pp.1757-1758.转引自：高国希.道德理论形态：视角与会通[J].哲学动态,2007,(8)：15.
⑥ Paul H. Hirst. (1999). The Demands of Moral Education:Reason, Virtues and Practices. In J. Mark Halstead & Terence H. McLaughlin(Ed.). Education in Morality. London:Routledge, p.109.
①孟子·离娄下
②陈根法.论德性的意义与价值[J].复旦学报(社会科学版),2002,(3)：104-107.
③论语·八佾
④论语·里仁
⑤孟子·尽心下
①礼记·大学
② Lance Morrow. (1988). Children. Time,8(8), p.4.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.18-20.
②[捷克]约翰·阿摩司·夸美纽斯.大教学论(Great Didactic of Comenius)[M].傅任敢,译.北京：教育科学出版社,1999：40.
③[德]康德.论教育[M]//任钟印主编.世界教育名著通览.武汉：湖北教育出版社,1994：498.
④[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆,1984：116.
⑤[古希腊]色诺芬.回忆苏格拉底(Memorabilia)[M].吴永泉,译.北京：商务印书馆, 1984：139.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：139.
②[捷克]约翰·阿摩司·夸美纽斯.大教学论(Great Didactic of Comenius)[M].傅任敢,译.北京：教育科学出版社,1999：24.
③[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：7.
④[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：275.
⑤[法]埃米尔·涂尔干.教育及其性质与作用[M]//张人杰,编.国外教育社会学基本文选.上海：华东师范大学出版社,1989：14.
①[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：128.洛克声称,“一位绅士所应具备的各种品性之中,我将德行放在首位,视之为最必需的品性。”。他要求儿童在具备健康体魄的基础上,必须有健全的精神发展,而这集中表现为必须具有良好的德行。在洛克看来,人们必须具备的所谓“良好的德行”大致为三个方面,一是世俗的聪明,而是懂得上流社会的礼仪礼貌,三是具有性格刚毅、坚强、能吃苦耐劳等品质,从而“合乎一个理性动物高贵美善的身份”。(参见[法]约翰·洛克.教育漫话：全译·注释本[M].杨汉麟,译.北京：人民教育出版社,2006：29.)由此可以看出,洛克所说的“德行”其实质为亚里士多德所提倡的“被称赞的品质”——德性的外化,或可称为德性实践。
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.9.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.10.
④[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：274.
⑤论语·为政
①孟子·告子上
②孟子·告子上
③孟子·尽心上
④孟子·滕文公上
⑤荀子·荣辱
⑥荀子·性恶篇
⑦孟子·告子上
①孟子·尽心上
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.51.
②高国希.德性的结构[J].道德与文明,2008,(3)：37-42.
① Abd al-Rahman Al-Naqib. (1994). Avicenna. In Zaghloul Morsy(Ed.). Thinkers on Education, Vol. I. Lanham, MD:Bernan Associates, p.40.
②中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯全集：第46卷：下[M].北京：人民出版社,1980：226.
③中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第1卷(第2版)[M].北京：人民出版社,1995：119.
④[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1325b30.
①[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1280a5.
②[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1327b40.
③[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1280a40-1281b.
④ Alasdair MacIntyre. (1988). Whose Justice? Which Rationality?. Notre Dame, IN: University of Notre Dame Press, p.103.
①[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1994：1094a20.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.187.
③此处的“德性”定义系阿拉斯代尔·查莫斯·麦金太尔专门针对德性与实践的关系所下,他认为,此处“德性”的初步定义应当如下：A virtue is an acquired human quality the possession and exercise of whicb tends to enable us to acbieve those goods wbicb are internal to practices and the lack of whicb effectively prevents us from acbieving any sucb goods.但这个定义是“不完全的(partial)和暂时的(tentative)",将“在稍后些还需要扩充和修正。但作为一个初步近似于适当的定义,已经阐明德性在人类生活中的位置。”(参见Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.)
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.
④ Lucius Annaeus Seneca. (2010). On Anger. Robert A. Kaster(Trans.). In Lucius Annaeus Seneca. Anger, Mercy, Revenge. Robert A. Kaster & Martha Craven Nussbaum(Trans.). Chicago, IL & London, UK:The University of Chicago Press, Ltd., p.53.
①[英]欧文.人类思想和实践中的革命,或将来从无理性到有理性的过渡[M]//张焕庭主编.西方资产阶级教育论著选.北京：人民教育出版社,1979：253.
① Marvin W. Berkowitz. (1998). The Education of the Complete Moral Person. Early Education and Development, (6), pp.21-26.
①[古希腊]色诺芬.回忆苏格拉底(Memorabilia) [M].吴永泉,译.北京：商务印书馆,1984：179-180.
②北京大学哲学系外国哲学史教研室编译.西方哲学原著选读：上卷[M].北京：商务印书馆,1982：58.
① Andre Comte-Sponville. (2002). A Short Treatise on the Great Virtue:The Uses of Philosophy in Everyday Life. London, UK:William Heinemann, p.1.
② Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.4.
③高国希.德性的结构[J].道德与文明,2008,(3)：37.
④王国银.德性伦理研究[M].长春：吉林人民出版社,2006：60.
⑤高国希.道德哲学[M].上海：复旦大学出版社,2005：254.
① Tom L. Beauchamp. (1982). Philosophical Ethics:An Introduction to Moral Philosophy. New York, NY:The McGraw-Hill Companies, Inc., p.149.
② Tom L. Beauchamp. (1982). Philosophical Ethics:An Introduction to Moral Philosophy. New York, NY:The McGraw-Hill Companies, Inc., p.149.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.152.
①王晓朝.希腊哲学简史：从荷马到奥古斯丁[M].上海：生活·读书·新知三联书店,2007：23.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.121.
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.121.
③ Moses I. Finley. (1954). The World of Odysseus. New York, NY:Viking Press, p.134.
④ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.123.
⑤[美]维尔·杜伦.东方的文明：上[M].李一平等,译.西宁：青海人民出版社,1998：88-89.
⑤ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.122.
①孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：71-72.
②滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：152.
③滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：152.
④ Hans Licht. (1975). Sexual Life in Ancient Greece. J. H. Freese (Trans.). Westport, CT: Greenwood Press, p.104.
⑤滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：183.
⑥滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：194. ①[德]弗里德里希·威廉·尼采.论道德的谱系·善恶之彼岸(Jenseits von Gut und Böse. Vorspiel einer Philosophie der Zukunft)[M].桂林：漓江出版社,2000：171-173.
②孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：64.
③滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：321.
① Alasdair Chalmers MacIntyre. (1995). A Short History of Ethics:A History of Moral Philosophy from the Homeric Age to the Twentieth Century,2nd ed. New York, NY:Simon & Schuster, Inc., p.14.
②王国银.德性伦理研究[M].长春：吉林人民出版社,2006：63.
①孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：85.
②滕大春.外国教育通史：第1卷[M].济南：山东教育出版社,1995：317.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.
①[美]詹姆斯·麦克莱伦.教育哲学[M].宋少云、陈平,译.北京：生活·读书·新知三联书店,1988：316.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.166.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.168.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.175.
① Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.148.
②黄伟合.欧洲传统伦理思想史[M].上海：华东师范大学出版社,1991：119-122.
③孔子家语·六本
④[德]伊曼努尔·康德.道德形而上学原理[M].苗力田,译.上海：上海世纪出版集团,2005：35.
①周辅成.西方伦理学名著选辑：上卷[M].北京：商务印书馆,1987：382.
②周辅成.西方伦理学名著选辑：上卷[M].北京：商务印书馆,1987：382.
③孙彩平.道德教育的伦理谱系[M].北京：人民出版社,2005：111.
④[法]米歇尔·福柯.规训与惩罚(Surveiller et Punir)[M].刘北成、杨远缨,译.北京：生活·读书·新知三联书店,1999：32.
①高清海.哲学的奥秘[M].长春：吉林人民出版社,1997：79-80.
②滕大春.外国教育通史：第2卷[M].济南：山东教育出版社,1995：9.
③[美]埃尔伍德·帕特森·克伯雷选编.外国教育史料[M].华中师范大学等,译.武汉：华中师范大学出版社,1991：263.
④[美]埃尔伍德·帕特森·克伯雷选编.外国教育史料[M].华中师范大学等,译.武汉：华中师范大学出版社,1991：305.
①《麦古菲读本》(The Eclectic First Reader for Young Children with Pictures,或称McGuffey Reader),系美国19世纪著名教育家和人文主义者威廉·霍姆斯·麦古菲(William Holmes McGuffey,1800-1873)编撰的系列作品,初步反映了新教伦理价值。该读本是19世纪美国最主要的品格教育读本之一,其中的故事都是“讲述好孩子受奖励,坏孩子受惩罚的。诚实和勤奋是首要的价值观,然后是勇敢、仁慈、顺从和谦恭。”(Michael W. Kirst. (1984). Who Controls Our Schools?:American Values in Conflict. New York, NY:Freeman, p.28.)可见,它把道德观念、爱国思想和节俭列为基本美德,使用轶事、趣事和名家作品摘录向所有美国儿童灌输基本的共同道德知识,反映诚实、勤奋、勇敢、友善、服从和礼貌等等品格。《麦古菲读本》系列自1836年初版到1920年间,其发行量仅次于《圣经》与《韦伯斯特词典》(Webster s Dictionary),销售量至少达到1.2亿册。1961年后仍然以每年3万册的速度售出。①(John H. Westerhoff Ⅲ. (1978). McGuffey and His Reader:Piety, Morality, and Education in Nineteent-century America. Nashville, TN:Abingdon, pp.14-15.)该读本之所以受到读者的广泛欢迎是因为“读本与时代精神相符,其伦理思想与时代所强调的‘美德’——自助、品格、节俭和责任相一致。"①(Charles H. Carpenter. (1963). History of American Schoolbooks. Philadelphia, PA:University of Pennsylvania Press, p.86.)
② See J. D. Hunter. (2000). The Eeath of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books, p.49.
③[法]克洛德·戴尔马(Claude Delmas).欧洲文明[M].郑鹿年,译.上海：上海人民出版社,1988：61.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第4卷(第2版)[M].北京：人民出版社,1995：261-262.
② Arthur Francis Leach. (1916). The Schools of Medieval England. London, UK:Methuen, pp.248-249.
③ Frank Thilly. (1914). A History of Philosophy. New York, NY:Henry Holt and Company, p.382.
④ Alan Dures. (1971). School. London, UK:B. T. Batsford Ltd., p.39.
①华东师范大学、杭州大学教育系编译.西方古代教育论著选[M].北京：人民教育出版社,2001：356,353,395.
②曹孚等,编.外国古代教育史[M].北京：人民教育出版社,1981：165.
③参见[英]威廉·博伊德、埃德蒙·金.西方教育史[M].任宝祥、吴元训,主译.北京：人民教育出版社,1985：175.
④参见单中惠.西方教育思想史[M].北京：教育科学出版社,2007：68. ①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第4卷(第2版)[M].北京：人民出版社,1995：262.
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.18.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762J. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.7.
①[法]让-雅克·卢梭.论科学与艺术[M].何兆武,译.北京：商务印书馆,1963：29.
②[法]让-雅克·卢梭.论科学与艺术[M].何兆武,译.北京：商务印书馆,1963：37.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.180.
④ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.192.
① Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.93.
② Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.93.
③ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, p.11.
④ Jean-Jacques Rousseau. (1921). Emile, or Education[1762]. Barbara Foxley(Trans.). London & Toronto, UK:J. M. Dent and Sons, pp.196-197.
①[美]约翰·杜威.学校与社会明日之学校[M].赵祥麟等,译.北京：人民教育出版社,2005：215.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p. vii.
① Henry Steele Commager. (1950). The American Mind:An Interpretation of American Thought and Character Since the 1880's. New Haven, CT:Yale University Press, p.407.
① John L. Elias. (1989). Moral Education:Secular and Religious. Huntington, NY:Robert E. Krieger Publishing Company, p.1.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
③ Richard H. Hersh, John P. Miller & Glen D. Fielding. (1980). Models of Moral Education:an appraisal. New York, NY:Longman, p.14.
④ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.9.
① Elizabeth M. Vallance. (1983). Hiding the Hidden Curriculum:An Interpretation of the Language of Justification in Nineteen-Century Educational Reform. in Henry A. Giroux & David E. Purpel. The Hidden curriculum and moral education:deception or discovery? Berkeley, CA:McCutchan Publishing Corporation, p.15.
②[德]马克斯·韦伯(Max Weber).经济、社会诸领域及权力(1-5章)：韦伯文选第2卷(Wirtschaft und Gesellschaft:Grundriβ der Verstehenden Soziologie,4th ed.)[M].李强,译.北京：生活·读书·新知三联书店；牛津大学出版社,1999：92.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.15.
② David B. Tyack & Elisabeth Hansot. (1982). Managers of Virtue:Public School Leadership in America,1820-1980. New York, NY:Basic Books, p.28.
③ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.15.
④ Diane Silvers Ravitch. (2001). American Traditions of Education, in Terry M. Moe (Ed.). A Primer on America's Schools. Standford, CA:Board of Trustees of the Leland Stanford Junior University, p.9.
⑤事实上,今日的美国品格教育也仍采取以上的思维和做法。
⑤ Joel H. Spring. (2001). The American School:1642-2000(5th ed). New York, NY: McGraw-Hill Higher Education, p.58.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press,p.18.
② Michael B. Katz. (1988). The Origins of Public Education:A Reassessment, in Bernard Edward McClellan & William J. Reese. The Social History of American Education. Urbana and Chicago, IL:University of Illinois Press, p.99.
③源自于美国作家马克·吐温(Mark Twain,1835-1910)和查尔斯·达德利·沃纳(Charles Dudley Warner,1829-1900)合撰的长篇小说《镀金时代》(The Gilded Age:A Tale of Today,1873)。该书以“镀金时代”一词来形容从南北战争结束到20世纪初的美国35年间的历史。此时南北战争为美国资本主义的发展扫清了道路,加上不断涌入的移民和西部新发现的矿藏,使得美国工业化极速发展,国家财富迅速增长。到20世纪初,美国成为世界上最强的工业国。
④ Marvin Lazerson. (1987). Ameirican Education in the Twentieth Century:A Documentary History. New York, NY:Teachers College Press, p.3.
⑤ William L. O'Neill. (1975). The Progressive Year:America Comes of Age. New York, NY:Dodd, Mead and Company, p.108.
① Henry Steele Commager. (1950). The American Mind:An Interpretation of American Thought and Character Since the 1880 s. New Haven, CT:Yale University Press, p.41.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.46.
③ John L. Rury. (2002). Education and Social Change:Themes in the History of American Schooling. Mahawah, NJ:Lawrence Erlbaum Associates, Inc., p.174.
④ Richard H. Hersh, John P. Miller & Glen D. Fielding. (1980). Model of Moral Education: An Appraisal. New York:NY:Longman Inc., p.15.
① Tianlong Yu. (2004). In the Name of Morality:Character Education and Political Control. New York, NY:Peter Lang Publishing, Inc., p.32.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.48.
③ D. P. Setran. (2003). "From Morality to Character":Conservative Progressivism and the Search for Civic Virtue,1910-1930. Paedagogica Historica,39(4), pp.435-456.
④ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.55.
① James S. Leming. (1993). Synthesis of Research:In Search of Effective Character Education. Educational Leadership,51(3), pp.63-71.1924-1929年,美国洛克菲勒公司资助哥伦比亚大学师范学院的社会和宗教研究所开展“品格教育研究”项目,由休·哈特肖恩和马克·亚瑟·梅共同主持。该项目对品格属性和学校在品格发展中的作用进行综合性研究。该研究可以认为是迄今为止该领域最详尽和最全面的调研,样本选取美国23个社区中的10865名学生(主体是5-8年级),研究内容为利他主义(服务精神)、自我控制、欺骗和城市等品格的测试。项目研究者为被测试学生提供了相关情境,如在实施品格教育的学校创建教室情境,给学生提供机会去实施欺骗(如作弊)或自愿进行帮助等等行为。研究人员发现,随机的欺骗行为在教室和学校广泛多样,具有特定的情境性；在一种情况下诚实的人不能预期他在另外的情况下也会诚实。此外,研究人员同时发现,教育人员是否具有诚实的品质对于诚实行为之间没有直接关系。所以研究认为,品格教育技巧与学生的普通道德行为模式间很少或者基本没有联系。
② James S. Leming. (1997). Whither Goes Character Education?:Objectives, Pedagogy, and Research in Contemporary Character Education Programs. Journal of Education,179(2), pp. 12-13.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.59.
② John Dewey. (1991). Moral Principle in Education. Boston, MA:Houghton Mifflin Company, pp.50-53.约翰·杜威认为,从心理学维度来看,品格的形成必须具备三个必要成分,一是“(执行或现实中的)力量和效能”。教育的作用就是发现、运用和组织这些力量,把它变成确定的习惯；二是“理智判断”,或称善感(good sense)。用以指导内在力量,完成目的的知识,能感知相应或相称的价值；三是“情感反应”。是一种对外在的人和环境的目的利益的本能识别,可以通过美育的方式培养学生具有判断的智慧和克服困难的力量。
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.9.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.70.
② Steven Tozer, Guy B. Senese & Paul C. Violas. (2002). School and Society:Historical and Contemporary Perspectives. New York, NY:The McGraw-Hill Companies, Inc., p.239.
③ Steven Tozer, Guy B. Senese & Paul C. Violas. (2002). School and Society:Historical and Contemporary Perspectives. New York, NY:The McGraw-Hill Companies, Inc., p.97.
④ Diane Silvers Ravitch. (1984). The Schools We Deserve:Reflections on the Educational Crises of Our Times. New York, NY:Basic Books, Inc..
⑤ John L. Rury. (2002). Education and Social Change:Themes in the History of American Schooling. Mahawah, NJ:Lawrence Erlbaum Associates, Inc., p.176.
⑥ Donald Hugh Parkerson & Jo Ann Parkerson. (2001). Transitions in American Education: A Social History of Teaching. New York, NY:Routledge Falmer, p.136.
⑦ Diane Silvers Ravitch. (1983). The Troubled Crusade:American Education,1945-1980. New York, NY:Basic Books, Inc., p.235.
⑧ Donald Hugh Parkerson & Jo Ann Parkerson. (2001). Transitions in American Education: A Social History of Teaching. New York, NY:Routledge Falmer. pp.136-137.
① James S. Leming. (1993). Synthesis of Research:In Search of Effective Character Education. Educational Leadership.51(3), p.64.
① Steven M. Yulish. (1980). The Search for a Civic Religion:A History of the Character Education Movement in America,1890-1935. Lanham, MD:University Press of America, Inc., p. 260.
②万俊人.现代西方伦理学史[M].北京：北京大学出版社,1990：342.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, pp.7-8.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.2.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.10.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.6.
① Graham Haydon. (1999). Values, and Violence, Education and the Public Understanding of Morality. The Journal of Educational Philosophy,33(1), p.24.
② Ellien G. Friedman & Corinner Squire. (1998). Morality USA. Minneapolis, MN: University of Minnesota Press, p.3.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.117.
④在阿拉斯代尔·查莫斯·麦金太尔看来,古希腊亚里士多德时代的德性处在社会生活的中心,而现代西方社会的德性则是边缘性概念。
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.111.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.119.
③高国希.道德哲学[M].上海：复旦大学出版社,2005：249.
① Gertrude Elizabeth Margaret Anscombe. (1981). The Collected Philosophical Papers of G. E. M. Anscombe:Ethics, Religion and Politics, Vol. III. Oxford, UK:Basil Blackwell, p.28.
②高国希.道德哲学[M].上海：复旦大学出版社,2005：247.
③阿拉斯代尔.查莫斯.麦金太尔的道德哲学可分为四部分：对当代道德的批判、建构传统的道德与传统建构的道德、德性理论和道德权威的概念。对现在德性伦理学产生重要影响是从《德性之后》(After Virtue)开始的,《谁之正义?何种合理性?》(Whose Justice? Which Rationality?),《三种对立的道德探究观》(Three Rival Versions of Moral Enquiry),《依赖性的理性动物——为什么人需要德性》(Dependent Rational Animals:Why Human Beings Need the Virtues)等著作也都阐述了他的德性理论。
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.199.
⑤ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.197.
⑥ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.273.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.187.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.191.参见本文第87页注2。
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.219.
④ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.222.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.223.
② Stanley Hauerwas. (1981). A Community of Character:Toward a Constructive Christian Social Ethic. Notre Dame, IN:University of Notre Dame Press, p.111.
③ Stanley Hauerwas. (1981).A Community of Character:Toward a Constructive Christian Social Ethic. Notre Dame, IN:University of Notre Dame Press, p.117.
④ Martha Craven Nussbaum. (1986). The Fragility of Goodness:Luck and Ethics in Greek Tragedy and Philosophy. Cambridge, UK:Cambridge University Press.
① Michael J. Sandel. (1984). Morality and the Liberal Ideal. The New Republic, (5), pp. 15-17.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
① Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.39.
② Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.31.
③因部分品格教育者经常在各种媒体上宣扬他们的品格教育理念,罗伯特·J·纳什称之为“电视福音传道人”。——笔者注
③ Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, p.1.
① Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p.2.
② William John Bennett. (1992). The De-valuing of America:The Fight for Our Culture and Our Children, New York, NY:Summit Books, p.11.
③ William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.13.
④ Kevin Ryan & Edward A. Wynne. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company, p.17.
① Kevin Ryan & Thomas Lickona(Ed.). (1992). Character Development in Schools and Beyond,2nd. (George F. McLean(Ed). Cultural Heritage and Contemporary Change Series Ⅵ. Foundations of Moral Education, Vol 3). Washinton, D.C.:The Council for Research in Values and Philosophy, pp.3-4.
② Thomas Lickona. (1993). The Return of Character Education. Educational Leadership, 51(3), pp.5-11.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.13-19.
④ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.13.
① Aristotle. (1976). The Ethics ofAlistotle:The Nicomachean Ethics. J. A. K. Thomson, (Trans.). New York, NY:Penguin, pp.91-92.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
③ Bill Honig. (1987). Last Chance for Our Children:How You Can Help Save Our Schools. Reading, MA:Addison-Wesley Pub. Co., pp.65-66.
④ Richard Tarnas. (1991). The Passion of the Western Mind:Understanding the Ideas That Haveshaped Our World View. New York, NY:Harmony, p.71.
① Aristotle. (1976). The Ethics ofAlistotle:The Nicomachean Ethics. J. A. K. Thomson, (Trans.). New York, NY:Penguin, p.91.
②[古希腊]亚里士多德.尼各马科伦理学[M].苗力田,译.//苗力田,编.亚里士多德选集：伦理学卷.北京：中国人民大学出版社,1999：1103a20.
① Thomas Lickona. (1997).Educating for Character:The School's Highest Calling. In Georgia Humanities Lecture, p.3.
② Paul H. Hirst. (1999). The Demands of Moral Education:Reason, Virtues and Practices, In J. Mark Halstead & Terence H. McLaughlin(Ed.). Education in Morality. London:Routledge, pp.110-117.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.94.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.89.
③ Kevin Ryan & Edward A. Wynne. (1993). Reclaiming Our Schools:A Handbook on Teaching Character, Academics and Discipline. New York, NY:Macmillan Publishing Company.
④ Allan David Bloom. (1987). The Closing of the American Mind:How High Eucation has Failed Democracy and Impoverished the Souls of Today s Students. New York, NY:Simon and Schuster Paperbacks, p.344.
⑤ William John Bennett. (1993). The Book of Virtues:A Treasury of Great Moral Stories. New York, NY:Simon and Schuster, p.13.
① Bill Honig. (1987). Last Chance for Our Children:How You Can Help Save Our Schools. Reading, MA:Addison-Wesley Pub. Co., p.65.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., p.268.
③ Edmund D. Pellegrino & David C. Thomasma. (1993). The Virtues in Medical Practice. New York, NY:Oxford University Press.
①俞可平.社群主义[M].北京：中国社会科学出版社,1998：127.
②政治学家把基于个人主义原则之上的公民政治权利,称为第一代人权,其特点是争取个人的自由、限制政府的干预；把二战以后由于政府的积极努力,公民所得到的经济、社会和文化权利,称为第二代人权,其特点是通过政府的适当干预,而使个人得到利益；第三代人权则是指70年代后兴起的“和平权”、“发展权”和“资源共享权”等集体地享受的权利,其特点是这些权利必须建立在社群关系之上,由一定的社群集体地共享。关于三代人权的划分和说明,可参阅卡雷尔·瓦萨克(Karel Vasak)“人权：30年的斗争”(Human Rights:A Thirty-Year Struggle),联合国教科文组织编《信使》(Courier)杂志,1977年11月号第29-32页)。
① Clarke E. Cochran. (1989). The Thin Theory of Community:The Communitarians and their Critics. Political Studies,37(3), p.433.
②[古希腊]亚里士多德.政治学[M].吴寿彭,译.北京：商务印书馆,1965：1252a5.
① James Arthur & Richard Bailey. (2000). School and Community:The Communitarian Agenda in Education. London:Falmer Press, p.23.
②马克·卡勒蒂斯(Mark Kaladis)指出,法国著名社会学家埃米尔·涂尔干在1887年正式使用了这一概念,并且断定道德理论将围绕着两种极端的立场而展开：自由主义和社群主义。(Mark Kaladis. A Communitalian Defendence of Liberalism:Emile Durkheim and Contemporary. Palo Alto, CA:Stanford University Press,1992:1.)
③尽管社群主义的思想及其概念早已有之,社群主义这概念也频繁出现于当代的政治学文献中,但社群主义名家自己却几乎不使用这一概念,更不用说以社群主义者自居。迈克·J·桑德尔、阿拉斯代尔·查莫斯·麦金太尔、查尔斯·泰勒、迈克·沃尔泽等均如此。戴维·W·米勒即便是在著作中经常使用社群主义概念,但他也更倾向于把自己看作“社会主义者”,而非“社群主义者”。
Onora Sylvia O'Neill. (1996). Towards Justice and Virtue:A Constructive Account of Practical Reasoning. Cambridge, UK:Cambridge University Press, p.1.
①此处的道德社群是指一种由德性共识主导的、具有同质性的关系网络或实体组织。
②郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：85.
① Kathleen Knight Abowitz. (2000). Making Meaning of Community in an American High School:A Feminist-Pragmatist Critique of the Liberal-Communitarian Debates. Cresskill, NJ: Hampton Press, p.74.
④ Kathleen Knight Abowitz. (2000). Making Meaning of Community in an American High School:A Feminist-Pragmatist Critique of the Liberal-Communitarian Debates. Cresskill, NJ: Hampton Press, pp.59-60.
⑤ Thomas J. Sergiovanni. (1995). Small Schools, Great Expectations. Educational Leadership,53(3), p.181.
① Robert Morrison Maclver. (1970). Community:A Sociological Study:Being an Attempt to Set Out the Nature and Fundamental Laws of Social Life,4th ed. Abingdon, Oxon, UK:Frank Cass and Company Limited, p.32.
② Michael J. Sandel. (1998). Liberalism and the Limits of Justice,2nd ed. Cambrideg, UK: Cambridge University Press, p.185.
③[美]迈克尔·J·桑德尔.自由主义与正义的局限[M].南京：译林出版社,2001：150.
①[美]罗伯特·N·贝拉,理查德·马德逊,威廉·M·沙利文,安·斯威德勒,史蒂文·M·蒂普顿.心灵的习性：美国人生活中的个人主义和公共责任(Habits of the Heart: Individualism and Commitment in American Life)[M].翟宏彪、周穗明、翁寒松,译.北京：生活·读书·新知三联书店,1991：214.
②[法]夏尔·阿列克西·德·托克维尔.美国的民主(De La Democratie en Amerique)[M].董果良,译.北京：商务印书馆,1988：625.
③参见[美]罗伯特·N·贝拉,理查德·马德逊,威廉·M·沙利文,安·斯威德勒,史蒂文·M·蒂普顿.心灵的习性：美国人生活中的个人主义和公共责任(Habits of the Heart: Individualism and Commitment in American Life)[M].翟宏彪、周穗明、翁寒松,译.北京：生活·读书·新知三联书店,1991：215.
① Gerry Claud Heard. (1990). Basic Values and Ethical Decisions:An Examination of Individualism and Community in American Society. Malabar, FL:R. E. Krieger Publication Company, p.4.
②孙有中.殊途同归：“启蒙”与“大觉醒”[J].美国研究,1997,(4)：117-118.
③英国社会学家安东尼·吉登斯在其发表的《现代性的后果》(The Consequences of Modernity)一书中使用“脱域”(disembedding)一词,指的是“社会关系从彼此互动的地域性关系,从通过不确定的时间的无限穿越而被重构的关联中‘脱离’出来”。See Anthony Giddens. (1990). The Consequences of Modernity. Cambridge, UK:Polity Press & Blackwell Publishers Ltd., p.21.
①[德]沃纳·桑巴特(Werner Sombart,1863-1941).现代资本主义(Der moderne Kapitalismus)[M].李季,译.北京：商务印书馆,1958：53.
②赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：13.
③赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：14.
④[加]查尔斯·泰勒(Charles Taylor).现代性之隐忧(The Malaise qf Modernity)[M].程炼,译.北京：中央编译出版社,2001：2-12.
⑤ Christopher Ldsch. (1991). The Culture of Narcissism:American Life in an Age of Diminishing Expectations. New York, NY:Norton.
①Daniel Bell. (1976). The Cultural Contradictions of Capitalism. New York, NY:Basic Books.
②[加]查尔斯·泰勒(Charles Taylor).现代性之隐忧(The Malaise of Modernity)[M].程炼,译.北京：中央编译出版社,2001：16.
③[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：62-63.
④[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：91.
⑤[法]夏尔·阿列克西·德·托克维尔.美国的民主(De La Democratie en Amerique)[M].董果良,译.北京：商务印书馆,1988：625.
⑥ Allan David Bloom. (1987). The Closing of the American Mind:How High Eucation has Failed Democracy and Impoverished the Souls of Today's Students. New York, NY:Simon and Schuster Paperbacks, p.61.艾伦·戴维·布鲁姆在《美国精神的关闭》中描述了这样一个形象：“失去书本使得他们更加狭隘和平庸。更狭隘,是因为他们缺乏最必要的东西,即对现状不满的真实基础和对存在着现状替代物的认识。他们既对现实感到满意,又对逃离现实感到绝望。……更平庸,是因为没有对事物的解释、没有诗意或想像行为,他们的心灵就像镜子,不是自然的镜子,而是周围事物的镜子。”
①[美]约翰·杜威.新旧个人主义——杜威文选[M].孙有中,蓝克林,裴雯,译.上海：上海社会科学院出版社,1997：71-72.
② Ayn Rand & Nathaniel Branden. (1965). The Virtue of Selfishness:A New Concept of Egoism. New York, NY:Signet/Penguin Books USA Inc., p.81.
③ James Arthur & Richard Bailey. (2000). School and Community:The Communitarian Agenda in Education. London:Falmer Press, p.23.
④ Gerry Claud Heard. (1990). Basic Values and Ethical Decisions:An Examination of Individualism and Community in American Society. Malabar, FL:R. E. Krieger Publication Company, pp.10-11.
① William G. Huitt. Moral and Character Education. http://ww.valdosta.peachnet.edu/-whutt/psy702/orehr/morehr.html.1991/1999.
②俞可平.社群主义[M].北京：中国社会科学出版社,1998：78.
③ William G. Huitt. Moral and Character Education. http://www.valdosta.peachnet.edu/-whutt/psy702/orchr-/morchr.html.1991/1999.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.9.
⑤[美]罗伯特·N·贝拉,理查德·马德逊,威廉·M·沙利文,安·斯威德勒,史蒂 文·M·蒂普顿.心灵的习性：美国人生活中的个人主义和公共责任(Habits of the Heart: Individualism and Commitment in American Life)[M].翟宏彪、周穗明、翁寒松,译.北京：生活·读书·新知三联书店,1991：3.
① Shlomo Avineri & Avner de-Shalit (Ed.). (1992). Communitarianism and Individualism. Oxford, UK:Oxford University Press, p.11.
② Lionel Trilling. (1950). The Liberal Imagination:Essays on Literature and Society. New York, NY:Viking Press, p. ix.
① Charles W. Dunn & J. David Woodard. (2003). The Conservative Tradition in America. Lanham, MD:Rowman & Littlefield Publishers, Inc., p.1.
② William Edward Leuchtenburg. (1985). In the Shadow of FDR:from Harry Truman to Barack Obama. Ithaca, NY:Cornell University.
③ Charles W. Dunn & J. David Woodard. (2003). The Conservative Tradition in America. Lanham, MD:Rowman & Littlefield Publishers, Inc., pp.1-2.
① Stephen Mulhall & Adam Swift. (1992). Liberals & Communitarians. Oxford, UK:Basil Blackwell Publishers, p.51.
② James Arthur & Richard Bailey. (2000). School and Community:The Communitarian Agenda in Education. London:Falmer Press, pp.14-15.
① Kenneth A. Strike. (2000). Liberalism, Communitarianism and the Space Between:In Praise of Kindness. Journal of Moral Education,29(2), p.134.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.221.
③ Stephen Mulhall & Adam Swift. (1992). Liberals & Communitarians. Oxford, UK:Basil Blackwell Publishers, p.75.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.254.
① Kathleen Knight Abowitz. (2000). Making Meaning of Community in an American High School:A Feminist-Pragmatist Critique of the Liberal-Communitarian Debates. Cresskill, NJ: Hampton Press, pp.59-60, p.72.
①王恩铭.当代美国新保守主义的兴起[J].国际观察,2006(2)：57.
② Charles W. Dunn & J. David Woodard. (2003). The Conservative Tradition in America. Lanham, MD:Rowman & Littlefield Publishers, Inc., pp.17-18.
③ Paul Gottfried. (1993). The Conservative Movement. New York, NY:Twayne Publishers, p.79.
④ Robert Muccigrosso. (2001). Basic History of American Conservatism. Malabar, FL: Krieger Publishing Company, p.105.
⑤庄锡昌.20世纪的美国文化[M].杭州：浙江人民出版社,1993：224.
①[美]内森·格莱泽(Nathan Glazer).美国的个人主义和平等(Individualism and Equality in the United States) [M].韩振荣,译.//[美]卢瑟·S·利德基(Luther S. Luedtke),主编.美国特性探索：社会和文化(Making Ameirica:The Society & Culture of the United States).龙治芳等,译.北京：中国社会科学出版社,1991：222.
②李道揆.九十年代的美国政治[J].美国研究,1997,(4)：9-18.
① Joel H. Spring. (1994). The American School,1642-1993. New York, NY:McGraw-Hill Companies, p.416.
②王恩铭.当代美国新保守主义的兴起[J].国际观察,2006,(2)：56-57.
③ Stanley Aronowitz & Henry A. Giroux. (1993). Education Still Under Siege, 2nd ed.. Westport, CT:Bergin & Garvey.
①朱德米.自由与秩序——西方保守主义政治思想研究[M].天津：天津人民出版社,2004：281-282.
② Patrick Baert. (1998). Social Theory in the Twentieth Century, 2nd ed. Cambridge:Polity Press Ltd., pp.13-14.
③ Samuel P. Huntington. (1968). Political Order in Changing Societies. New Haven, CT: Yale University Press, p.7.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory, 3rd ed. Notre Dame, IN:University of Notre Dame Press, pp.221-223.
② Robert Alexander Nisbet. (1986). Conservatism:Dream and Reality. Minneapolis, MN: University of Minnesota Press, p.25.
③ Robert Tom Hall. (1979). Moral Education:A Handbook for Teachers:Insights and Practical Strategies for Helping Adolescents to Become More Caring, Thoughtful, and Responsible Persons. Minneapolis, MN:Winston Press, Inc., p.15.
④ John Kekes. (1998). A Case of Conservatism. Ithaca, NY:Cornell University Press, pp. 6-7.
①庄锡昌.20世纪美国文化[M].杭州：浙江人民出版社,1993：229.
②戚万学.20世纪西方道德教育主题的嬗变[J].教育研究,2003,(5)：32-33.
③ Daniel Bell. (1976). The Cultural Contradictions of Capitalism. New York, NY:Basic Books, p.120.
④赵一凡.中译本绪言：贝尔学术思想评介[M]//[美]丹尼尔·贝尔.资本主义文化矛盾(The Cultural Contradictions of Capitalism).赵一凡、蒲隆、任晓晋,译.北京：生活·读书·新知三联书店,1989：5.
① James S. Leming. (1995). Reflections on Thirty Years of Moral Education Research. Moral Education Forum.20(3), p.2.
② William John Bennett. (1988). Our Children and Our Country:Improving America's Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., pp.9-10.
① William John Bennett. (1988). Our Children and Our Country:Improving America s Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., p.229.
② William John Bennett. (1988). Our Children and Our Country:Improving America s Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., pp. 17-19.
③ William John Bennett. (1988). Our Children and Our Country:Improving America's Schools and Affirming the Common Culture. New York, NY:Simon and Schuster, Inc., p.64.
①参见郑富兴.现代新视角下的美国新品格教育[M].北京：人民出版社,2006：103-104.
∽唐汉卫.现代美国道德教育研究[M].济南：山东人民出版社,2010：93.
②联合国教科文组织.学会关心：21世纪的教育——圆桌会议报告[J].王一兵,译.教育研究,1990,(7)：5-17.
① Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, p.69.
② Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, pp.79-83.
① Carol Gilligan. (1977). In a Different Voice:Women's Conception of the Self and of Morality. Harvard Educational Review,47(4), pp.481-517.
②[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice)[M].肖巍,译.北京：中央编译出版社,1999：16.
③ Carol Gilligan. (1982). In a Different Voice:Psychological Theory and Women's Development. Cambridge, MA:Harvard University Press, p.100.
④ Nel Noddings. (1984). Caring:A Feminine Approach to Ethics and Moral Education. Berkeley, CA:University of California Press, p.1.
① Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.88.
②[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice) [M].肖巍,译.北京：中央编译出版社,1999：17.
①[美]卡罗尔·吉利根.不同的声音——心理学理论与妇女发展(In a Different Voice)[M].肖巍,译.北京：中央编译出版社,1999：72.
② Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, pp.87-88.
③ Nel Noddings. (2001). A Sympathetic Alternative to Character Education. New York, NY: Teachers College Press.
④ Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, pp.222-223.
①参见郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006：32-33.
①容迪.在自我与社群中的自由主义[M]//刘军宁等,编.自由与社群.北京：生活·读书·新知三联书店,1998：45.
② Anthony Giddens. (1990). The Consequences of Modernity. Cambridge, UK:Polity Press & Blackwell Publishers Ltd., pp.20-21.
③ George Herbert Mead. (1967). Mind, Self and Society:From the Standpoint of a Social Behaviorist,2nd ed. Chicago, IL:The University of Chicago Press, p.173.
④ Ruth Jonathan. (1995). Education and Moral Development:the Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), p.334.
① Judith Ryder & Lesley Campbell. (1988). Balancing Acts in Personal, Social and Health Education. London, UK & New York, NY:Routledge, Chapman Hall, Inc., p.41.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.68.
① Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.19.
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.49.
① Ruth Jonathan. (1995). Education and Moral Development:the Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), pp.336-337.
② Ross Poole. (1991). Morality and Modernity. London, UK:Routledge, pp.65-70.
③郑富兴.现代性视角下的美国新品格教育[M].北京：人民出版社,2006：111.
④戚万学.冲突与整合——20世纪的西方道德教育理论[M].济南：山东教育出版社,1995：487-492.
① Alasdair Chalmers MacIntyre & Joseph Dunne. (2002). Alasdair MacIntyre on Education: In Dialogue with Joseph Dunne. Journal of Philosophical Education,36(1), p.2.
② Thomas J. Lasley & James R. Biddle. (1996). Teaches Students to See Beyond Themselves. The Educational Forum,60(4), p.158.
①戚万学.活动道德教育论[M].天津：南开大学出版社,1994：3.
② Ruth Jonathan. (1995). Education and Moral Development:The Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3).
① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
① Anonymity. (1987). Ethics in the Boesky Era. Yale Alumni Magazine, winter, p.37.
②参见[美]安德鲁·威尔森(Andrew Wilson).美国道德教育危机的教训[J].湘学,译.国外社会科学,2000,(2)：50-51.
③ U. S. Department of Education Office of Educational Research and Improvement. (1988). 120 Years of American Education:A Statistical Portrait, p.36.
④ William A. Donohue. (1988). Why Schools Fail:Reclaiming the Moral Dimension in Education. Heritage Foundation Reports, (172), p.5.
⑤ Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series, (9), p.53.
① Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.13.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p.4.
③ S. M. Elam, C. R. Lowell & A. M. Gallup. (1994). Gallup Poll. Phi Delta Kappan, p.76.
④参见檀传宝.第三次浪潮：美国品德教育运动述评[J].北京大学教育评论,2003,1(2)：33-37.
⑤ Bernard Edward McClellan. (1999). Moral Education in America:Schools and the Shaping of Character from Colonial Times to the Present. New York, NY:Teachers College Press, p.89.
① James S. Leming. (1997). Whither Goes Character Education?:Objectives, Pedagogy, and Research in Contemporary Character Education Programs. Journal of Education,179(2), p. 14.
② Marvin W. Berkowitz & Melinda C. Bier. (2005). What Works in Character Education:A Research-driven Guide for Teachers. Washington, D.C.:Character Education Partnership, p.3.
③ Nielsen, L. (1998). New Study Shows States Returning to Character Education. Character Education, (6), p.9.
④ Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School-Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.ⅹⅳ.
① William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc..
②陈平.美国道德教育发展研究[M].南京：南京大学出版社,2011：331.
③ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, pp.4-5.
④ Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass A Wiley Imprint, p.49.
⑤ Derek Benjamin Heater. (2004). A History of Education for Citizenship. New York, NY: Routledge Falmer, p.123.
① Sarah Witham Bednarz. (2003). Citizenship in Post-9/11 United States:A Role for Geography Education?. International Reasearch in Geographical and Environmental Education, 12(1), p.73.
② Janine Bempechat(Ed.). (1989). Teenage Pregnancy and Drug Abuse:Sources of Problem Behaviors. ERIC/CUE Digest #58. ED 316615. http://www.hi-ho.ne.jp/taku77/refer/teendrug.htm.
③ Early Sex May Lead Teens to Delinquency, Study Shows. Science Daily.2007-03-07. http://www.sciencedaily.com/releases/2007/02/070226131500.htm.
④ Edward A Wynne & Mary Hess. (1987). Trends in American Youth Character Development. In Kevin Ryan & George Francis McLean(Ed.). Character Development in Schools and Beyond. New York, NY:Praeger, pp.44-50.
⑤ Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
⑥ Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.6.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.38.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.42.
①参见[美]保罗·库尔茨.保卫世俗人道主义[M].余灵灵,译.上海：东方出版社,1996：110-113.
②德文原文为：Zwei Dinge erfuellen das Gemuet mit immer neuer und zunehmender Bewunderung und Ehrfurcht, je oefter und anhaltender sich das Nachdenken damit beschaeftigt: der bestirnte Himmel ueber mir und das moralische Gesetz in mir.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.219.
① JUrgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.)-Cambridge, MA:MIT Press, p.2.
②“永远最优与出人头地”(Always to be the best and to rise above others, Aien aristeuein kai hypeirochm emmenai allon)是荷马(Homer)作品中勇士们(hero)关注的中心(《伊利亚德》(Iliad)vi. p.208),荷马是“古希腊(Hellas)的教育者(educator) "。
③ Hannah Arendt. (1998). The Human Condition,2nd ed. Chicago, IL:The University of Chicago Press, p.41.
④ Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.38.
① Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.27.
② Jurgen Habermas. (1991). The Structural Transformation of the Public Sphere:An Inquiry into a Category of Bourgeois Society (Studies in Contemporary German Social Thought) (Strukturwandel der Offentlichkeit:Untersuchungen zu einer Kategorie der burgerlichen Gesellschaft,1961). Thomas Burger with the assistance of Frederick Lawerence (Trans.). Cambridge, MA:MIT Press, p.3.
①[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：33.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
①[荷兰]贝内迪特·斯宾诺莎.伦理学(Ethic,4th ed.,192)[M].贺麟,译.北京：商务印书馆,1983：183.
②[荷兰]贝内迪特·斯宾诺莎.伦理学(Ethic,4th ed.,1927)[M].贺麟,译.北京：商务印书馆,1983：185.
③万俊人.寻求普世伦理[M].北京：商务印书馆,2001：480-481.
① Universal Declaration of Human Rights. http://www.un.org/en/documents/udhr/
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.43.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.59.
① Lorraine Keeney. (1990). Teaching Values and Self-esteem Through the Environment. Connect:The Newsletter of Practical Science and Math for K-8 Teachers. Brattleboro, VT: Teachers'Laboratory, Inc., Spring, p.11.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.44.
① Jon Nelson Moline. (1982). Classcial Ideas About Moral Education. In Edward Wynne (Ed.). Character Policy:An Emerging Issue. Lanham, MD:University Press of America.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.44-45.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.45.
④孟子·离娄下
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.96-99.
② Nel Noddings. (1995). Care and Moral Education. In Wendy Kohli (Ed.). Critical Conversations in Philosophy of Education. New York, NY:Routledge, pp.139-144.
③侯晶晶,朱小蔓.诺丁斯以关怀为核心的道德教育理论及其启示[J].教育研究,2004, (3)：36-43.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.45-46.
①参见杨韶刚.西方道德心理学的新发展[M].上海：上海教育出版社,2007：261-269.
① Robert Martin Coles. (1997). The Moral Intelligence of Children:How to Raise a Moral Child,2nd ed. New York, NY:Plume, p.5.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.397.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.76.
② Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.76.
③杨韶刚.西方道德心理学的新发展[M].上海：上海教育出版社,2007：267.
① Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.147.
② Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.148.
① Kevin Ryan & Karen E. Bohlin. (1999). Building Character in Schools:Practical Ways to Bring Moral Instruction to Life. San Francisco, CA:Jossey-Bass, p.145.
② Ruth Jonathan. (1995). Education and Moral Development:The Role of Reason and Circumstance. The Journal of Educational Philosophy,29(3), p.158.
③ Bernard R. Brogan & Walter A. Brogan. (1999). The Formation of Character:A Necessary Goal for Success in Education. The Educational Forum,63(4), p.158.
① Betty A. Sichel. (1988). Moral Education:Character, Community, and Ideals. Philadelphia, PA:Temple University Press, p.306.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.129-131.
③ Thomas Lickona. (1996). The Eleven Effective Principles of Character Education. The Journal of Moral Education,25(1), pp.99-100.
①For information about Winkelman's program, write Winkelman Elementary School,1919 Llandwehr Road, Glenview, IL.
①郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：55-90.
①郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：89.
②“社区”一词源于拉丁语,意思是“共同的东西和亲密伙伴的关系”。德国社会学家斐迪南·滕尼斯首次将社区一词用于社会学研究。他于1881年将Gemeinschaft(一般译为共同体、团体、集体、公社、社区等)一词首先用于社会学。1887年,他进一步将Gemeinschaft一词同Gesellschaft(一股译为社会)进行对比分析,来说明社会变迁的趋势和两种不同的社会团体。滕尼斯认为人们加入Gemeinschaft这个团体,并不是根据自己意愿的选择,而是因为他生长在这个团体；人们加入Gesellschaft这个团体是按照自己的意愿选择决定的。社会的发展趋势就是逐步从前者向后者过渡。参见[德]斐迪南·滕尼斯.共同体与社会——纯粹社会学的基本概念[M].林荣远,译.北京：商务印书馆,1999.73-95.
①参见郑富兴.论美国新品格教育的“社群化”特征[J].比较教育研究,2004,174,(11)：89.
① Diane Berreth & Sheldon Berman. (1997). The Moral Dimensions of Schools. Educational Leadership,54(8), pp.25-27.
②万俊人.现代性的伦理话语.哈尔滨：黑龙江人民出版社,2002：69-70.
① John Wilson. (1990). Is Liberalism Strong Enough for a Moral Consensus?. Journal of Moral Education,19(3), p.24.
② Jurgen Habermas. (1979). Communication and the Evolution of Society. Thomas McCarthy, Trans. Boston, MA:Beacon Press, p.3.
③ Jurgen Habermas. (1983). Moralbewusstsein und kommunikatives Handeln. Frankfurt, Hesse-Darmstadt, GER:Suhrkamp, p.131.; Jurgen Habermas. (1990). Moral Consciousness and Communicative Action. Christian Lenhardt and Shierry Weber Nicholsen(Trans.). Cambridge, MA:MIT Press, p.147.
④ Jurgen Habermas. Moralbewusstsein und kommunikatives Handeln. Frankfurt, Hesse-Darmstadt, GER:Suhrkamp, p.132.Jurgen Habermas. (1990). Moral Consciousness and Communicative Action. Christian Lenhardt and Shierry Weber Nicholsen(Trans.). Cambridge, MA:MIT Press, p.148.
①石敏敏.希腊人文主义：论德性、教育与人的福祉[M].上海：上海人民出版社,2003：312.
②汪子嵩,范明生等.希腊哲学史：第3卷[M].北京：人民出版社,2003：1045.
③ Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.194.
①郑富兴.德育情境的建构——美国20世纪90年代中小学校的品格教育实践[J].比
较教育研究,2001,(4)：29.
①[法]埃米尔·涂尔干.道德教育[M].陈光金、沈杰、朱谐汉,译.上海：上海人民出版社,2001：275.
②郑富兴.德育情境的建构——美国20世纪90年代中小学校的品格教育实践[J].比较教育研究,2001,(4)：31.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.122-131.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 77.
③ Timothy Rusnack (Ed.). (1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc., pp.73-74.
① Mary-Holland Thompson. (1999). Revisiting School Uniforms. The Educational Forum, 63(4), p.300.
② Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.49.
③“停想行思”决策模式(STAR计划)由成立于1963年的杰斐逊品格教育中心编制。"STAR"指的是停止(Stop)、想(Think)、行动(Act)和思考(Review),也就是对解决问题和冲突的四步决策模式的简称。该模式的目的是教导学生承担自己行为的后果,发展和提高自信、自爱和积极态度,设立并实现现实的目标。
④ Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.95-96.
① Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.171.
② Edward F. DeRoche & Mary M. Williams. (2001). Character Education:A Guide for School Administrators. Lanham, MD:Scarecrow Press, Inc., p.66.
③ Thomas Lickona. (1994). Raising Good Children:From Birth Through the Teenage Years. New York, NY:Bantam Books, p.3.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.30.
① Nel Noddings. (1994). Conversation as Moral Education. The Journal Moral Education, 23(1),110.
② William Kirk Kilpatrick. (1992). Why Johnny Can't Tell Right from Wrong:Moral Illiteracy and the Case for Character Education. New York, NY:Simon & Schuster, Inc., pp. 300-301.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, pp.406-409.
④ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.414.
① Gordon G. Vessels. (1998). Character and Community Development:A School Planning and Teacher Training Handbook. Westport, CT:Praeger, p.145.
② Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.173-176.
③参阅联合国教科文组织《信使》周刊第211期(1994年11月23日)关于“社群主义”的专号。中文译介可见：山风编译.法国《信使》周刊谈“社区主义”[J].国外理论动态,1995,168(14)：109-112.
① William Damon & Anne Colby. (1996). Education and Moral Commitment. Journal of Moral Education,25(1), p.31.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 84.
③ Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.35.
① For information on CICC's programs, wirite Dr. Kerby Alvy, director, Center for the Improvement of Child Caring,11331 Ventura Boulevard, Suite 103, Studio City, CA 91604; Tel. 818-980-0903.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 49-50.
① Timothy Rusnack (Ed.)-(1998). An Integrated Approach to Character Education. Thousand Oaks, CA:Corwin Press, Inc., pp.138-143.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 45-47.
③ Madonna M. Murphy. (1998). Character Education in America's Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., p.147.
① William Damon & Anne Colby. (1996). Education and Moral Commitment. Journal of Moral Education,25(1), p.31.
② Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., pp. 82-83. ① C. O'Connor. (1995). The We Decade:Rebirth of Community. The Dallas Morning News. 1995-03-10, p.1.
② Denis P. Doyle. (1997). Education and Character:A Conservative View. Phi Delta Kappan, pp.441-442.
③ Christina Hoff Sommers. (2002). How Moral Education is Finding Its Way Back into America's Schools. In William Damon (Ed.). Bringing in a New Era in Character Education. Stanford, CA:Hoover Institution Press, p.38.
① Robert D. Heslep. (1995). Moral Education for Americans. Westport, CT:Praeger Publishers, pp.121-122.
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.22-23.
③ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 13.
④ Edward F. DeRoche & Mary M. Williams. (1998). Educating Hearts and Minds:A Comprehensive Character Education Framework. Thousand Oaks, CA:Corwin Press, Inc., p. 13.
① William Jefferson "Bill" Clinton. (1997). States of the Union 1997. http://www.let.rug.nl/usa/P/bc42/speeches/sud97wjc.htm.1997-02-04.
② Michael Davis. (2003). What's Wrong with Character Education?. American Journal of Education,110(6), p.32.
③ http://www.whitehouse.gov/news/releases/2002/06/20020619-22.html.
Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.22-23.
⑤ ESEA. Section 10103. Partnership in Character Education Pilot Project.
① Joseph Tanen Centamore. (2003). The Character Development of American Youth: 1945-2000. Oakdale, NY:Dowling College, p.176.
② Marvin W. Berkowitz & Melinda C. Bier. (2005). What Works in Character Education:A Research-driven Guide for Teachers. Washington, D.C.:Character Education Partnership.
③ Marvin W. Berkowitz, Esther F. Schaeffer and Melinda C. Bier. (2001). Character Education in the United States. Education in the North, New Series. (9), p.53.
④ National Clearinghouse for Bilingual Education. (2002). No Child Left Behind Act of 2001:Title I:Improving the academic achievement of the disadvantaged:Public law 107-110, January 8,2002. National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA).
⑤ Laura Welch Bush. (2002). The White House Conference on Character and Community. Washington, DC:White House.
①美国中学对《国家处于危险中》的回应而创立的计划。
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School-Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.ⅹⅹⅰ-ⅹⅹⅱ.
③ William A. Donohue. (1988). Why Schools Fail:Reclaiming the Moral Dimension in Education. Heritage Foundation Reports, (172), p.3.
④ Ian Hill, Jennifer Seuss, Alicia Sherman, Dinesa Thomas, Bennie Tinson & Robin Wilson. (2002). Reshaping California's Character Education Code. Pepperdine University School of Public Policy, pp.ⅶ-ⅷ. http://publicpolicy.pepperdine.edu/master-public-policy/content/capstones/charactered.pdf
① Building Good Citizens for Texas:Character Education Resource Guide. Elementary School. (ED440911).; Building Good Citizens for Texas:Character Education Resource Guide. Middle School. (ED440912).; Building Good Citizens for Texas:Character Education Resource Guide. High School. (ED440913). Document Resume. Texas Education Agency, Austin, TX. Tel: 512-463-9838. http://www.tes.state.tx.us.
② Adam L. Grinage. (2005). Education Programs Decrease Student Suspensions From Regular Instructional Public Eelementary Schools in Texas?. Denton, Texas:University of North Texas, pp.21-22.
③ James Davison Hunter. (2000). The Death of Character:Moral Education in an Age without Good or Evil. New York, NY:Basic Books, p.117.
① Marvin W. Berkowitz, Esther F. Schaeffer & Melinda C. Bier. (2001). Character Education in the United States. Education In the North, New Series. (9), pp.53-54.
② William G. Huitt. (2004). Moral and Character Development. Educational Psychology Interactive. Valdosta, GA:Valdosta State University.
① ASCD. (1988). Moral Education in the Life of the School. Educational Leadship, (3), p. 5.
② Refer to http://www.bu.edu/sed/caec/files/history.htm,2008-05-06.
③ Amitai Etzioni. (1993). The Spirit of Community:The Reinvention of American Society New York, NY:Touchstone Books, p.15.
① Marvin W. Berkowitz. (1997). Integrating Structure and Content in Moral Education. Presented in, Larry Nucci (Chair), Developmental perspectives and approaches to character education. Symposium conducted at the meeting of the American Educational Research Association, Chicago.
② Madonna M. Murphy. (1998). Character Education in America s Blue Ribbon School: Best Practices for Meeting the Challenge. Lancaster, PA:Technomic Publishing Company, Inc., pp.21-22.
① Rosalind Hursthouse. (1999). On Virtue Ethics. Oxford:Oxford University Press, p.29.
①John Kekes. (1997). Against liberalism. Ithaca, NY:Cornell University Press, pp. 168-169.
①万俊人.寻求普世伦理[M].北京：商务印书馆,2001：30.
② Patricia G. Ramsey. (1987). Teaching And Learning In A Diverse World:Multicultural Education For Young Children. New York, NY:Teachers Colledge Press, p.186.
③ Ron Scapp. (2003). Teaching Values:Critical Perspectives on Eeducation, Politics, and Culture. New York, NY:Routledge, p.156.
④[美]奥利维尔·如恩斯.为什么20世纪是美国世纪[M].闫循华、梁泓等,译.北京：新华出版社,2002：205.
① Joel H. Spring. (2002). American Education,10th ed. New York, NY:McGraw-Hill Companies Inc., p.172.
②参见美国人本主义心理学家亚伯拉罕·H·马斯洛(Abraham H.Maslow,1908-1970)的需求层次理论(Need-hierarchy Theory),即：生理需要、安全需要、归属和爱的需要,获得尊重的需要及自我实现的需要。
③ Robert Ernest Hume. The World's Living Religions, With Special Reference to Their Sacred Scriptures and in Comparison With Christianity; An Historical Sketch. New York, NY: Macmillan Pub Co., p.278.
④ New Testament:Matthew. Chanter Ⅶ/Section Ⅻ
⑤ Dhamma-pada. (1955). in Bhagavan Das. Essential Unity of All Religions,5th ed. Wheaton, IL:Theosophical Publishing House, p.406.
⑥ Nos(14,306). (1938). In Sukhandn-i-Muhammad. Teheran, DE:Persian & Arabic. Cf. also Muhammad (the prophet.), Muhammad Amin. (1963). Sayings of the Prophet Muhammad. by. Lahore, Pakistan:Muhammad Ahsraf.
① Mahabharata. (1955). In Bhagavan Das. Essential Unity of All Religions,5th ed. Wheaton, IL:Theosophical Publishing House, p.398.
② Old Testament:Leviticus. Chapter ⅩⅨ/Section ⅩⅧ
③论语·颜渊
④太上感应篇
⑤万俊人.编者序言：20世纪西方伦理学知识镜像[M]//万俊人主编.20世纪西方伦理 学经典(Ⅲ)：伦理学限阈：道德与宗教.北京：中国人民大学出版社,2004：8-9.
①参见余维武.冲突与和谐——价值多元背景下的西方德育改革[M].南京：江苏教育出版社,2009：179.
②万俊人.寻求普世伦理.北京：商务印书馆,2001：42-45.
①参见丁锦宏.品格教育论[M].北京：人民教育出版社,2005：188.
① Thomas Lickona. (1991). Educating for Character:How Our Schools Can Teach Respect and Responsibility. New York, NY:Bantam Books, p.42-44.
②[德]伊曼努尔·康德.道德形而上学(Metaphysik der Sitten, Konigsberg,1797)[M]//李秋零主编.康德著作全集：第6卷.北京：中国人民大学出版社,2007：474.
③[德]伊曼努尔·康德.未来形而上学导论(Prolegomena zu EinerJeden Kiinftigen Metaphysik, die als Wissenschaft Wird auftreten Konnen,1783)[M]//李秋零主编.康德著作全集：第4卷.北京：中国人民大学出版社,2007：270.
① Christopher Hugh Derrick. (1986). We Hold These Duties.... National Catholic Register. 1986-06-22. p.4.
② Alasdair MacIntyre. (1988). Whose Justice? Which Rationality?. Notre Dame, IN: University of Notre Dame Press, p.23.
① Nel Noddings. (1992). The Challenge to Care in Schools:An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume Ⅷ. New York, NY: Teachers College Press, p.5.
② Nel Noddings. (1992). The Challenge to Care in Schools:An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume Ⅷ. New York, NY: Teachers College Press.
①中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第1卷(第2版)[M].北京：人民出版社,1995：56.
①包利民,[美]M·L·斯戴克豪思(Max Lynn Stackhouse).现代性价值辩证论——规范伦理的形态学及其资源[M].上海：学林出版社,2000：196.
① John Stuart Mill. (1859/1982). On Liberty,2nd ed. New York, NY:Penguin, p.152.
② Robert J. Nash. (1997). Answering the "Virtuecrats":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.11.
①[美]弗兰克·梯利.伦理学导论[M].何意,译.桂林：广西师范大学出版社,2002：181-182.
①李德顺.普遍价值及其客观基础[J].中国社会科学,1998,(6).
②余维武.冲突与和谐——价值多元背景下的西方德育改革[M].南京：江苏教育出版社,2009：253.
③中共中央马克思恩格斯列宁斯大林著作编译局,编译.马克思恩格斯选集：第2卷(第2版)[M].北京：人民出版社,1995：33.
①冯林指出中国家长通常存在十大不足：1、家长作风,专制主义；2、暴力倾向,赏罚简单；3、重智轻德、分数第一；4、狭隘自私,强施子女；5、娇惯溺爱,包办代替6、急功近利,实用主义；7、抑制创新,中庸心态；8、趋炎附势,盲目追风；9、明哲保身,虚伪世故；10、精神空虚,缺乏信仰。这十大不足,着实刻画了大部分中国家庭的教育基础。参见冯林.中国家长批判[M].北京：中国商业出版社,2001.
① William John Bennett. (1988). Our Children & Our Country. New York, NY:Simon & Schuster, Inc., p.72.
①David Hargreaves. (1994). The Mosaic of Learning. London, UK:Demos, p.31-32.
②T. Modmood. (2007). Multiculturalism. Cambridge, UK:Cambridge Polity Press, p.22.
① Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.228.
② Alasdair Chalmers MacIntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.243.
① Robert J. Nash. (1997). Answering the "Virtuecrats ":A Moral Conversation on Character Education. New York, NY:Teachers College Press, p.15.
②杨韶刚.西方道德心理学的新发展[M].上海：上海教育出版社,2007：257.
①龚群.译者前言[M]//[美]阿拉斯代尔·查莫斯·麦金太尔.德性之后[M].龚群、戴杨毅等,译.北京：中国社会科学出版社,1995：25.
② Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.263.
③ Alasdair Chalmers Maclntyre. (2007). After Virtue:A Study in Moral Theory,3rd ed. Notre Dame, IN:University of Notre Dame Press, p.263.戈多(Godor)源自爱尔兰作家塞缪尔·贝克特(Samuel Beckett)的戏剧《等待戈多》,在这部戏剧里,作者塑造了一个虚拟的形象戈多,这是剧中人物正盼望着的一个人物,但他永远都不会到来。而圣·本尼迪克特(Saint Benedict of Nursia,约480-约547)则是公元6世纪的修士,基督教隐修制度的创始人。他创建了一种新的富有特色的修士团体形式,以他名字命名的《隐修院规章》(Rule of Saint Benedict)迄今仍在西欧普遍遵行。
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