摘要
儒家道德主体性意识除了包括自觉性、能动性、自主性和超越性之外,还涵括了道德心理的成长过程以及道德主体性“知、情、意”的圆融统一。道德本能或善端的设定是大学生道德学习可能的前提和动力。活化传统儒家道德主体性意识资源,尊重主体性发展的规律,加强大学生道德学习能力的培养,是高校实施主体性道德教育的根本途径。培植大学生个体道德主体性意识,发展道德思维、道德认知、道德情感,培养道德兴趣和道德实践能力,是当代大学生道德学习能力培养的基本内容。
Confucian subjective moral consciousness includes not only such natures as voluntaryness, dynamic, independence and transcendence, but also the psychological developing process of subjective moral consciousness and perfect moral integrity of “reason, emotion and will”. Moral instinct or goodness is the prerequisite and the driving force for college students’ moral studies. The basic approach for colleges and universities to implement subjective moral education is to activate the resource of traditional Confucian subjective moral consciousness, respect the developing law of subjectivity and cultivate individual subjective moral consciousness. To cultivate the moral study ability of contemporary college students is to cultivate individual subjective moral consciousness, develop their moral thought cognition and feelings, and to cultivate their moral interest and moral practice ability.
出处
《集美大学学报（哲学社会科学版）》
2005年第2期15-22,共8页
Journal of Jimei University：Philosophy and Social Sciences
关键词
儒家道德
主体性
大学生
道德学习
道德能力培养
Confucian morality
subjectivity
college students
moral studies
moral ability cultivation
