在形式与实质之间的教育伦理生活——论承认伦理学对教育排斥的解构

发布时间：2018-05-08 16:52

本文选题：教育排斥 + 教育伦理生活　；参考：《湖南师范大学教育科学学报》2016年02期

【摘要】：教育生活中普遍化的排斥使被排斥者遭受歧视、羞辱和孤独等痛苦体验的同时,也使教育生活丧失了自身的道德属性。教育排斥不仅破坏了教育伦理生活的形式性规范,同时也使教育生活远离好生活的实质性目标。在解构排斥型的教育伦理生活的道路上,形式伦理学企图通过规范重建来恢复教育伦理秩序;而实质伦理学则通过对善的生活目的的追求重构教育伦理生活。然而,教育伦理生活既要求形式性的伦理规范,但也需要实质性的生活目标的引导。承认伦理学作为教育排斥的解构方案,介于形式伦理和实质伦理之间,它在权利与善、先验与经验、同一与差异之间寻求平衡,兼顾了教育伦理生活的形式性要求和实质性目标。
[Abstract]:The generalized exclusion in educational life makes the excluded people suffer from the painful experiences of discrimination, humiliation and loneliness, and at the same time makes the educational life lose its own moral attribute. Educational exclusion not only destroys the formal norms of educational ethical life, but also makes educational life far away from the substantive goal of good life. On the way of deconstructing and repelling the educational ethical life, formal ethics attempts to restore the order of educational ethics through normative reconstruction, while substantive ethics reconstructs educational ethical life through the pursuit of the purpose of good life. However, educational ethical life requires not only formal ethical norms, but also the guidance of substantive life goals. As a deconstruction scheme of educational exclusion, recognition ethics is between formal ethics and substantive ethics. It seeks a balance between rights and goodness, between transcendence and experience, between identity and difference. The formal requirements and substantive goals of educational ethical life are taken into account.
【作者单位】：东南大学人文学院;江苏大学教师教育学院;
【分类号】：G40-05

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