摘要
德育是一种对于理性的建构。知性德育的极端化导致了德育理论与实践的"两张皮",使德育走向抽象化、虚假化和失范化。生活德育在批判知性德育的同时,将德育泛化为生活的全部内容,把"知识"与"生活"割裂,使"生活"概念化、理想化和绝对化,跌入非理性的泥淖。实践理性德育汲取了生活德育论的积极因素,同时又肯定了知性德育论的合理成分,把道德意志的培养作为德育的关键,将意志的自律视为德育的根本指标,使普遍的道德法则深入人心,成为人的行为准则。
Moral education refers to the construction of rationality. The extremity of moral education in intellect has led to the separation of the theory and practice in moral education. It makes moral education abstract, false and anomalous. In the meantime, the moral education in life is criticizing that in intellect, it turns extensively to the whole of life, separating knowledge from life, making life conceptive, ideal, absolute, and unreasonable. The moral education from ＂practical rationality＂ absorbs the active factors from the moral education in life and also confirms the reasonableness from the moral education in intellect. It stresses the training of the ＂moral will＂ in education, and regards ＂self-discipline of will＂ as the basic target in moral education. In that case, the normal law of moral education will be deeply rooted among the people, and will become the principles of human behavior.
出处
《教育研究》
CSSCI
北大核心
2012年第2期53-59,共7页
Educational Research
基金
全国教育科学“十一五”规划2009年度教育部重点课题“增强学生社会责任感的公民教育实践模式研究”(课题批准号:DEA0090282)
杭州师范大学勤慎研究项目的研究成果之一
关键词
知性德育
生活德育
实践理性德育
moral education in intellect, moral education in life, moral education in practical rationality
作者简介
[作者简介]赵志毅，杭州师范大学图书馆馆长，杭州师范大学教育科学学院教授、博士生导师，中国教育学会德育论专业委员会副理事长（杭州310036）
