Modernity-oriented Transformation and its Ethical Risks in China's Moral Education
-
摘要: 近百年来,道德教育的现代性问题一直被教育研究者所持续关注。通过规范性研究,发现我国道德教育在现代性浪潮冲击下曲折的历经了道德革命、社会主义道德改造以及工商化的道德改革这三次现代性的转向,这使得我国的道德教育走上了泛政治化道德、工具理性主义道德之路。我国道德教育的现代性方案需要作出内部批判和修正。一方面,承认现代性道德教育所确立的基本价值理念的普遍规范性和形式有效性,另一方面,我们需要不断批评现代性道德教育转型中所表现出来的过度政治化、工具化的倾向。Abstract: Over the last one hundred years, education researchers have been interested in the modernity of moral education. Through the normative research, this article discusses the three modernity-oriented transformations China's moral education has experienced under the wave of modernity. The first transformation, triggered by "moral revolution", not only changed the nature of the moral education, but also the content of moral education. Since then, moral education in China has gradually shifted from content acquisition and filial piety towards freedom, equality and democracy. The second transformation was caused by the socialist moral reconstruction. In the process, political purpose served as the primary pursuit of moral education and moral education tended to be politicized. Industrial and commercial ethics reform led to the third transformation. Moral education was not only controlled by political education, but also by generalization of the ideological education and psychological health education, democracy and legal system education, atheism education, adolescent education, etc. Moral education acted as a tool. The three transformations have made the moral education in China rather pan-political and instrumental. To improve the modernity of moral education, this study proposes a critique of modernity. It argues that modernity is still an unfinished programme, so the project of moral education modernity in Chinas needs to undergo internal criticism and correction. On the one hand, it's important to recognize the established basic values of modern moral education; on the other hand, it's necessary to keep a constant criticism of the tendency of being pan-political and instrumental in the transformation of modern moral education.
-
Key words:
- modernity /
- moral education /
- ethical risk
-
[1] 甘阳.(2006).古今中西之争.北京:生活读书新知三联书店. [2] 马克斯·韦伯. (2007). 新教伦理与资本主义精神(康乐, 简惠美译). 桂林: 广西师范大学出版社. [3] 汪晖.(1999).关于现代性问题答问.天涯, 1, 4-5. http://www.zwwhgx.com/content.asp?id=2483 [4] 梁启超.(1984).学校总论.见梁启超选集(上).上海:上海人民出版社. [5] 章太炎.(1985).革命之道德.见章太炎全集(四).上海:上海人民出版社. [6] 蔡元培.(1987).对于教育方针之意见.见高平叔(主编).蔡元培教育论集.长沙:湖南教育出版社. [7] 葛新斌, 郭齐家.(1999).西学东渐与中国近代道德教育观的演变.华东师范大学学报(教育科学版), 1, 2. https://www.cnki.com.cn/qikan-ZLXS201401039.html [8] 范源濂.(1913).新制中华初等小学国文教科书编篡旨趣, 中华教育界, 9, 5-6. http://www.doc88.com/p-9428181114225.html [9] 林毓生.(1998).热烈与冷静.上海:上海文艺出版社. [10] 安东尼·吉登斯. (1994). 现代性与自我认同(赵旭东等译). 上海: 三联书店. [11] 刘少奇.(2002).论共产党员的修养.北京:人民出版社. [12] 中央人民政府政务院.(1954).关于改进和发展中学教育的指示.人民教育, 7, 1-2. http://www.cqvip.com/QK/80978X/199303/4001493350.html [13] 陈弱水.(2006).公共意识与中国文化.北京:新星出版社. [14] 刘小枫.(1998).现代性社会理论绪论.上海:三联书店. [15] 程中原.(2001).张闻天传.北京:当代中国出版社. [16] 许纪霖.(1998).启蒙的命运—二十年来的中国思想界[电子版].二十一世纪, 12. http://edu.wanfangdata.com.cn/Periodical/Detail/qhshkx201301032 [17] 马克斯·韦伯. (2004). 学术与政治(钱永祥等译). 桂林: 广西师范大学出版社. [18] 杨东平.(2003).艰难的日出—中国现代教育的20世纪.上海:文汇出版社. [19] M·斯戴克豪思. (2000). 现代性价值辩证论—规范伦理的形态学及其资源(包利民译). 上海: 学林出版社. [20] 安东尼·吉登斯. (1990). 现代性的后果(田禾译). 南京: 译林出版社.
点击查看大图
计量
- 文章访问数: 216
- HTML全文浏览量: 145
- PDF下载量: 0
- 被引次数: 0