论商谈伦理对我国德育之启示

发布时间：2018-02-23 23:22

本文关键词： 哈贝马斯商谈伦理德育　出处：《西南大学》2015年硕士论文　论文类型：学位论文

【摘要】：伦理学研究也是道德哲学研究,作为一门实践哲学,它所面对和解决的是实践领域内(道德)的诸多问题,其对善的追求最终指向于终极目的即自由。在此寻求的过程之中,西方哲学特别是伦理学的发展从古希腊罗马开始直至今日都始终围绕着“人”这个最核心、最根本的问题在不断展开、不断深入。基于将研究的立足点定位为“人”并以此为出发点,伦理学也被称为人理学。借用康德的观点来说,它所研究的是实践领域内的问题,是完全依靠人之理性(自身)而不受任何感官经验性因素影响的,在这一领域中,人是完全自由(意志)的存在者,他们不仅为自然立法,同时也为自身立法,所以人是自立法、自守法的存在者即他们是自律的,因为人的自由(自律),因而对道德法则(或自由规律)的遵守成为一条“绝对命令”。康德将道德提高到哲学研究的最高位置,将自由作为其理论的核心范畴,由此提出“人是目的”的结论。哈贝马斯肯定了康德的绝对命令,他肯定了道德规范(原则)的普遍性意义,并在此基础上提出了自己的“互主体性”原则,由此来回应了康德“主—客”关系式的二分法局限性。在这个具有多样性、多元化的现当代社会中,呼吁道德(规范)的普遍性意义无疑具有特殊的精神价值,特别是当下出现的诸多道德冷漠、道德虚无论等现象,都值得我们对其进行深入思考和反思。具体到当前我国的道德教育问题,特别是对于已经步入大学的高校学生的品德培养,对它的重视程度远远大于其所产生的效果,很多学生甚至厌恶这种“道德教育”,因为在他们看来,似乎“道德”的确并不陌生,因为他们“从小就知道”。基于此,整篇文章以当前我国德育所呈现的诸多问题作为实践研究的切入点,立足于哈贝马斯商谈伦理思想作为主要的理论支撑,以求能够探寻一条有利于德育工作开展的道路(至少在理论上是有意义、有帮助的)。全文分为四个部分而展开,首先是对商谈伦理(思想)的介绍与理解,其中主要谈到商谈伦理的产生背景、建构要素以及何以成为可能等问题,这是理解哈贝马斯商谈伦理的前提,是研究其理论的重要的第一步。紧接着阐释了商谈伦理所具有的理论意义与实践价值,它的提出不仅对于伦理学哲学研究具有重要的开创意义,同时对于现实问题的解决也具有一定程度的参考和借鉴价值,其中着重归纳了商谈伦理所具有的主要特点,有利于我们进一步对商谈伦理思想的探究。第三部分则主要是回到现实之中来反观当前德育之所以会出现问题的原因及其表现,将商谈伦理思想(理论)作为我们探究现实问题的有力武器,其重点在于对“德育过程中的‘商谈’何以可能?”问题的论证。最后一部分阐述了商谈伦理对德育之意义究竟体现在哪些方面,并且针对具体的问题提出了一些自己的观点,以期能够对改变当前德育培育的现状提供一定的有益的参考——这也是文章之主要目的和任务所在。仅就当下我们国内对商谈伦理之研究仍然十分有限,尽管这种商谈伦理思想对于具体的现实问题(的解决)具有其自身的局限性或者说有限性,但其中所涉及到的商谈伦理精神无疑是值得我们予以重视的,“互主体性”的提出以及对自由、平等等理念的强调,对于我们而言都具有重要的现实意义与价值,值得为此付诸于深入研究和探索。
[Abstract]:It is also a moral philosophy of ethics, as a practical philosophy, it has to face and solve in the field of practice (moral) problems, the pursuit of good final point to the ultimate aim is freedom. This process of seeking, especially the development of western philosophy from ancient Greek ethics learn Rome until the beginning of today always focus on "people" is the core of this, the most fundamental problem in the expanding, deepening. The basis of the research as "people" and as a starting point based on ethics, also known as the man of science. From Kant's view, it is the study of practical problems in the field. Is totally dependent on human reason (itself) and is not affected by any sensory experience factors, in this field, one is free (will) exist, they not only is the natural law, but also for their own legislation, so people Since the legislation, since law existence that they are self-discipline, because people's freedom, and (self-discipline) of the moral law (or law) to become a "moral imperative". Kant will increase to the highest position in the study of philosophy, freedom as the core category of the theory, put forward "people is the goal" conclusion. Habermas affirmed the absolute command of Kant, he affirmed the Ethics (principle) universal significance, and put forward their own "intersubjectivity" principle, so as to respond to the limitations of Kant's dichotomy of "subject object" relationship with diversity. In this, the diversification of contemporary society, moral appeal (specification) the universal significance undoubtedly has a special spirit value, especially the emergence of many moral indifference, moral nihilism and other phenomena, are worthy of our in-depth on the Thinking and reflection. Specific to the problems of moral education in current China, especially for college students has entered the university moral training, the degree of attention to it is far greater than its effects, many students even hate the "moral education", because in them, it seems really not strange, "moral" because they "know" from childhood. Based on this, this article on the current problems of moral education as the starting point of this study, based on Habermas's discourse ethics thought as the main theoretical support, in order to explore a way to carry out moral education way (at least in theory is meaningful. Help). This paper is divided into four parts to launch, the first is to discuss the ethical (thought) introduction and understanding, which is mainly about the background of discourse ethics, construction elements and how to As a possible problem, which is the premise of understanding of Habermas discourse ethics, is an important first step in the theoretical research. Then has explained the discourse ethics, theoretical meaning and practical value, it is proposed not only to study philosophy ethics has important significance, but also has a certain reference value to solve for practical problems, which mainly summarizes the main features of discourse ethics, we will further to discuss the ethical thoughts of the research. The third part is mainly back to reality, when moral reason will appear before the reasons and performance problems, will discuss the Ethics (Theory) as a powerful weapon for us to explore the real problem the focus is on the "moral education in the process of" talks "possible?" argument. The last part describes the negotiation ethics of virtue What is reflected in what aspects of education significance, and puts forward some ideas to solve the concrete problems, in order to be able to change the current status of moral education provide a useful reference - this is the main purpose and mission. Only the current research on the ethics of our country in the negotiations is still very limited, though this discourse ethic ideology for specific problems (solution) has its own limitations or limitations, but to discuss the ethical spirit involved is undoubtedly worth our attention, "inter subjectivity" and the concept of freedom, equality, has practical significance and value important for us, it is put to the in-depth study and exploration.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B82-05

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