“生活理解”道德教育研究

发布时间：2018-03-03 01:01

本文选题：生活　切入点：道德教育　出处：《中国矿业大学》2014年博士论文　论文类型：学位论文

【摘要】：中国进入21世纪以来，人们越来越摆脱了物质匮乏的苦恼和社会生活中种种不自由的羁绊，个人价值观也呈现出越来越多样化、个人化和个性化的样态，面对此种状态，目前学校道德教育却总的说来效果不佳。要改变这种道德教育状态，关键的是要对现有道德教育理论进行时代的创新，这也是时代对道德教育理论工作者提出的新要求。但是，我们知道，任何理论的创新都必须坚持合规律性与合目的性统一的原则。因此这就需要从对现有道德教育理论中两个核心概念“道德”、“生活”进行新的阐释，之所以一个新的理论立不起来，就是因为这个理论的核心概念在“原点”上就出现了偏差。其实，对道德概念的阐释不能离开生活中的个人来进行，道德既是于生活中的个人心灵向善的力量，又是这个人道德理智的能力，前者是生活中一个人道德的“本”，而后者则是这个人道德的“末”。因此，培养于生活中个人的“德性”是任何时代道德教育的根本。而关于“生活”的阐释也是离不开个人的活动来进行，生活就是指个人能动地、自主地围绕着自身生存以及生命展开所进行的功能性活动、事件和状态的总和，而且生活总是和个人的存在状态纠结一体的关系。这样，就需要进一步澄清在一个人身上，其道德与其生活之间关系问题。通过对道德与生活关系的学理省思，我们发现，“道德人”只有在生活中才能生成，而且生成的生活机理也被揭示出来。基于此，进而从历史的维度和生活机理的向度对道德教育进行了深度审视，进而发现历史上凡是遵循了生活机理的道德教育都具有强大的生命力，，而且通过对道德教育“为什么”、“教什么”以及“怎么教”的历史追问，寻得到了即合规律性、又合目的性的时代道德教育新理论，即称其为“生活理解”道德教育理论。 “生活理解”道德教育是教育者在对“道德人”生成的生活机理有准确理解和把握的基础上，对学生那些关涉道德问题的个人生活面向的价值取向通过对学生个人生活活动的恰当调整,以及运用“生活叙事”故事的讨论来加以正确引导或促使其适宜改变的过程，而对价值取向存在偏差的学生则主要是通过对学生个人生活活动的调整来改善其“情感连接方式”或“习惯意识图式”，进而促使其个人生活面向价值取向上的偏差问题的自我改善。一句话，“生活理解”道德教育主要是教育者透过学生的个人生活活动来给予影响和引导，推动学生于个人生活活动中逐渐生成“道德人”的过程。 “生活理解”道德教育是在对传统侧重美德灌输的客体性道德教育以及现代侧重道德技能训练的主体性道德教育批判的基础上，对当代侧重把教育内容和方法“生活化”的道德教育理论的发展和完善，该理论不仅仅把生活作为道德教育的手段，更主要的是把生活提高到道德教育“本体论”的高度。
[Abstract]:Since China into twenty-first Century, more and more people get rid of the fetters of various free material deprivation distress and social life, personal values also showed more and more diversified, personalized and personalized form, in this state, the present school moral education is generally ineffective. In order to change the status of moral education. The key is to the era of innovation to the existing theory of moral education, the new requirements on the moral education put forward the theoretical workers and the era.
However, we know that any theory innovation must adhere to the principle of regularity and purpose of unity. It needs from the two core concepts of "the theory of moral education in morality", "make a new interpretation of life", is a new theory do not stand up, because the core concept this theory appears deviation in the "origin". In fact, the moral interpretation of the concept of life can not leave the person, morality is not only by the life of the individual soul to the forces of good, is this human ability of moral reason, the former is in a life of personal morality ", the latter" this is the moral of the "end". Therefore, cultivating life personal "Virtue" is any moral education era at all. And on the "life" of the interpretation is also cannot do without personal activities, life means Personal initiative, independently around their survival and life functional activities carried out by the sum of events and status, and life and the existence of one state is always tangled individual. So, we need further clarification on a person, the relationship between morality and life through the relationship of moral problem. And life science, we found that the "moral person" can only be generated in life, and life formation mechanism are revealed. Based on this, and then from the historical dimension and the life mechanism of moral education to examine the degree of depth, and then found that followed the mechanism of life moral education history has a strong vitality, but also through the moral education of "why", "what to teach" and "how to teach" the historical inquiry, find the regularity, and purposeful The new theory of moral education in the times is called the moral education theory of "life understanding".
"Understanding" of moral education is education foundation to accurately understand and grasp the formation mechanism of life in the "moral person", through appropriate adjustments to the students' personal life activities for those students who are concerned with moral issues of personal life oriented values, and to discuss the use of "Life Narration" of the story to be guided correctly or make it appropriate to change the process, and the deviation of value orientation of the students is mainly based on students' personal life adjust activities to improve its "emotional connection" or "custom consciousness schema", which will lead to the individual life oriented deviation on the value orientation of the self improvement. In a word, "life the understanding of" moral education is mainly to give educators influence and guide students through personal life activities, to promote students' personal life activities gradually generate "moral The process of man.
"Understanding of life" moral education is on the object of moral education indoctrination and criticizing the virtue of subjective moral education in modern moral focus on skill training of traditional, focus on the development of contemporary education contents and methods of "life" of the moral education theory and the theory of perfect, just as life moral education means, more important is to improve the life moral education to the height of "ontology".

【学位授予单位】：中国矿业大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：D648

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