学习型社会建设中的终身德育研究

发布时间：2018-03-10 14:14

本文选题：终身德育　切入点：学习型社会　出处：《南开大学》2014年博士论文　论文类型：学位论文

【摘要】：终身德育实践的存在有着悠久的历史和丰富的实践积累,中国的终身德育实践可以追溯到孔子的《论语·为政》篇,而西方的终身德育实践则可以追溯到柏拉图的“智力即知识、知识即美德”的训导。但是,关于终身德育理论的研究是1965年终身教育理念提出后才兴起的。1965年保罗·朗格朗(PaulLengrand)在联合国教科文组织“第三届促进成人教育国际委员会”上做了题为“终身教育”的学术报告,报告首次讨论了“终身教育”问题,它同时也标志着国际终身教育思想的确立。最初,终身德育是作为终身教育思想的一个重要组成部分而出现的,因此终身教育的产生同时也标志着终身德育理论的萌芽。与终身教育和终身德育思想同时代产生的还有学习型社会理论,1968年哈钦斯的学习型社会理论伴随着其著作《学习社会》(Learning Society)一书的出版而风行。在联合国教科文组织和世界各国学习化浪潮的推动下,学习型社会逐渐发展成为了一种新型的社会形态并成为了全球发展战略的一个重要组成部分。终身德育和终身教育是学习型社会建设中的重要环节和核心特征,因此论文选取学习型社会建设中的终身德育作为研究对象,既是对道德教育思想的发展和丰富,同时也是对学习型社会建设实践的进一步探索和创新。论文从学习型社会和终身德育的关系入手,就学习型社会和终身德育的概念和发展脉络进行了梳理,归纳、概括出了道德教育视角的终身德育概念。以往的终身德育概念往往是从教育学视角进行的分析,缺少对人的关怀和人性的关注。既然将“人”这一道德主体作为终身德育的核心问题进行研究,因此人同周边的关系的协调和人在环境中的和谐发展就成为了终身德育研究的主要内容。论文从教育学视角的终身德育概念中剥离出来,从人的生存、生活和发展三个维度对终身德育的基本价值、现实价值和理想价值进行了分析。作为一个融合哲学、教育学、心理学和社会学等多学科知识为一体的复杂理论体系,终身德育的发展受到了西方哲学和西方心理学主导思想的映射,保罗·朗格朗(Paul Lengrand)提出了塑造现实人、追求幸福生活、实现人的适应性的社会学习终身德育模式；彼得·贾维斯(Peter Jarvis)发展了以人文主义和全人性为特征的实用主义终身德育模式；莫尔·莱斯特完善了以自我认知和自我发展为核心的人本主义终身德育理论模式。在终身德育发展近50年的历史中,法国、日本和美国都形成了具有自身特色的终身德育实践模式。法国作为现代文明的发祥地,其终身德育实践强调社会的参与和社会力量作用的发挥,形成了终身德育的社会化模式；美国终身德育强调道德的“习得”,注重人在道德获得中的自主性和自由性,形成了终身德育的学习化模式；日本的终身德育实践,从目标的确定、到内容的设置、再到社会道德的践行都体现了其法制化的特征。世界各国的终身德育理论和实践有着其共性的部分,但是道德作为一种意识形态又具有不可抹杀的国家属性和民族特征。我国正处在全面建成小康社会的关键时期,道德作为上层建筑要服务于全面建成小康社会的经济基础,因此论文确定了以“和谐”为内核,以人的全面发展、幸福生活和社会和谐为目标的中国特色社会主义终身德育理论,在此基础上划分了终身德育的教育阶段,确定了终身德育的教育内容。中国的终身德育实践同世界上其他国家的德育实践有所不同。西方社会的终身德育实践是在民间组织和社会团体的推动下产生和发展的。中国终身德育理论和实践产生的主要动力源来自于政府和政党的推动,并形成了科学发展观指导下的中国终身德育实践模式—学习型政党和学习型政府。终身德育通过分阶段的道德教育来实现人的发展同政治、经济、社会、文化和生态发展的相适应,体现了道德教育的先进性、创新性和时代性。
[Abstract]:Life moral education practice has accumulated a long history and rich practice, can be traced back to the practice of lifelong moral education China Confucius "the Analects of Confucius political discourse and practice of lifelong moral education", the west can be traced back to Platon's "intelligence is knowledge, knowledge is virtue" training guide. However, the research about life the theory of moral education is put forward the concept of lifelong education in 1965 after the rise of Paul Lengrand.1965 (PaulLengrand) in the UNESCO third session of the International Committee on the promotion of adult education "was entitled" lifelong education "academic report, the report is discussed for the first time" lifelong education ", it also marks the establishment of the international the idea of lifelong education. First, lifelong moral education is emerging as an important part of lifelong education, lifelong education has therefore also marks a lifelong moral education The sprout of theory.
Have the same age and lifelong education and lifelong education thought and the theory of learning society, learning society theory with the 1968 Nianhaqinsi works < the learning society (Learning Society) "a book published and popular. In the UNESCO and the world tide of learning under the impetus of the learning society gradually development as a new form of society and has become an important part of the global development strategy. Lifelong moral education and lifelong education is an important part and the core features of the construction of learning type society, so the thesis selects the moral construction of lifelong learning society as the research object, is the ideological and moral education and the development of rich. At the same time but also to learn the practice of social construction of the further exploration and innovation.
From the learning society and lifelong moral relation is a learning society and lifelong education concept and development context is reviewed, summarized, summed up the concept of lifelong moral education. Moral education from the perspective of lifelong moral education concept of the past often is analyzed from the perspective of education, lack of caring for people and nature pay attention to.
Since the "people" the moral subject as the core problem of the lifelong moral education research, therefore the harmonious development in the environment with neighboring relationship coordination and people has become the main content of lifelong moral education research. The concept of lifelong moral education separated from education perspective, from the perspective of existence, basic value the life and development of the three dimensions of lifelong moral education, analyzes the realistic value and ideal value.
As a fusion of philosophy, pedagogy, psychology and sociology and other complex theoretical system of multi-disciplinary knowledge as a whole, the development of lifelong moral education by mapping the western philosophy and Western Psychology of leading thought, Paul Lengrand (Paul Lengrand) is proposed to shape reality, the pursuit of happiness, social learning and lifelong moral education mode to realize people's adaptability; Peter Jarvis (Peter Jarvis) to the development of the humanism and human characteristics of pragmatism of lifelong moral education mode; Moore Leicester in order to improve the self cognition and self development as the core of the humanism theory of lifelong moral education mode.
Lifelong moral education in nearly 50 years of development history, France, Japan and the United States have formed a lifelong moral education practice mode has its own characteristics. The French as the birthplace of modern civilization, emphasizing social participation and social forces the lifelong moral education practice of the play, forming a social model of lifelong moral education; lifelong moral education emphasizes the United States the moral "acquisition", pay attention to people in the moral autonomy and freedom, forming a learning model of lifelong moral education; lifelong moral education practice in Japan, from the target, content settings, and then to the practice of social morality reflects the characteristics of the legal system.
The world of lifelong moral education theory and practice has its general character part, but as a kind of ideology and morality has not denied the national property and national characteristics. China is in a critical period of building a moderately prosperous society, morality as the superstructure to service built in the comprehensive economic base of a well-off society, so the the "harmony" as the core, to the all-round development of people, lifelong moral education theory Chinese socialist happy life and social harmony as the goal, based on the division of the education of lifelong moral education, the education content of lifelong moral education.
The practice of moral education China lifelong moral education practice with other countries of the world are different. The practice of lifelong moral education in western society is in the promotion of non-governmental organizations and social groups and development. The main sources of power generation to promote China lifelong moral education theory and practice from the government and the party, and the formation of Scientific Outlook on Development under the guidance of Chinese lifelong moral education practice model of learning party and learning government.
Lifelong moral education adapts to the development of politics, economy, society, culture and ecology through staged moral education, which embodies the advanced nature, innovation and epochal character of moral education.

【学位授予单位】：南开大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：D64

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