The Crisis and Outlet of China’s Enlightenment about the Prominent Morality and the Weakening Ethics

Yan Conggen

doi:10.16382/j.cnki.1000-5560.2020.11.008

Volume 38 Issue 11

Nov. 2020

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2020 > 38(11): 101-108

Yan Conggen. The Crisis and Outlet of China’s Enlightenment about the Prominent Morality and the Weakening Ethics[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 101-108. doi: 10.16382/j.cnki.1000-5560.2020.11.008

Citation:

Yan Conggen. The Crisis and Outlet of China’s Enlightenment about the Prominent Morality and the Weakening Ethics[J]. Journal of East China Normal University (Educational Sciences), 2020, 38(11): 101-108. doi: 10.16382/j.cnki.1000-5560.2020.11.008

Citation:

PDF( 568 KB)

The Crisis and Outlet of China’s Enlightenment about the Prominent Morality and the Weakening Ethics

doi: 10.16382/j.cnki.1000-5560.2020.11.008

Yan Conggen

School of Education, Hangzhou Normal University, Hangzhou 311121, China

Available Online: 2020-11-13
Publish Date: 2020-11-13

Abstract

Abstract

Morality mainly directs one’s spiritual order, while ethics primarily point to the extrinsic social order, so they are not unified, and the appropriate way is keeping balance between morality and ethics. However, in modern enlightenment of our country, morality is increasingly prominent, ethics is gradually weakening. The enlightenment of ethical retreat deviates from the essential pursuit of education, which contributes to the disappearance of individual freedom and the confusion of the spirit, and easily leads to ethical disorder and community decline. To resolve the crisis while fully respecting the achievements of moral education, this study suggests that our country should regard modern ethic community as the starting point of moral education, and take the cultivation of modern ethical people as the goal, using human relations and customs as the main content and means of education to carry out enlightenment.
- moral,
- ethics,
- moral education,
- ethics education

FullText(HTML)

References(24)

References

[1]	布雷岑卡. (2008). 信仰、道德和教育: 规范哲学的考察(彭正梅, 张坤译). 上海: 华东师范大学出版社.
[2]	邓安庆. (2019). 再论康德关于伦理与道德的区分及其意义. 北京大学学报(哲学社会科学版), (5),24−36.
[3]	杜时忠, 孙银光, 程红艳. (2019). 德育研究70年: 回顾与前瞻. 教育研究, (10),17−26.
[4]	樊浩. (2009a). 现代道德教育的“精神”问题. 教育研究, (9),26−34.
[5]	樊浩.（2009b）. 当前中国伦理道德状况及其精神哲学分析. 中国社会科学, (4), 27—42.
[6]	樊浩. (2017). 江苏社科名家文库•樊浩卷. 南京: 江苏人民出版社.
[7]	冯建军. (2009). 向着人的解放前进——改革开放30年我国教育价值取向的回顾. 高等教育研究, (1),17−25.
[8]	冯建军. (2006). 生命视野中的道德与道德教育. 江西教育科研, (6),15−18. doi: 10.3969/j.issn.1674-2311.2006.06.005
[9]	甘阳. (2007). 中国道路: 三十年与六十年. 读书, (6),3−13.
[10]	高兆明. (2004). 存在与自由: 伦理学引论. 南京: 南京师范大学出版社.
[11]	高兆明. (2014).心灵秩序与生活秩序: 黑格尔《法哲学原理》释义. 北京: 商务印书馆.
[12]	国家社科基金重大项目课题组. (2015). 当代中国公民道德发展(上册). 南京: 江苏人民出版社.
[13]	韩炳哲. (2019). 精神政治学(关玉红译). 北京: 中信出版集团股份有限公司.
[14]	黑格尔. (1982). 法哲学原理(范杨、张企泰译). 北京: 商务印书馆.
[15]	黑格尔. (1996). 精神现象学(下卷)(贺麟, 王玖兴译). 北京: 商务印书馆.
[16]	金利卡. (2004). 当代政治哲学(刘莘译). 上海: 上海三联书店.
[17]	李泽厚. (2019). 伦理学新说述要. 北京: 世界图书出版公司.
[18]	鲁洁. (2010). 道德教育的根本作为: 引导生活的建构. 教育研究, (6),3−8.
[19]	罗兹曼. (1995). 中国的现代化(国家社会科学基金“比较现代化”课题组译). 南京: 江苏人民出版社.
[20]	桑德尔. (2011). 自由主义与正义的局限性(万俊人, 唐文明, 张之锋, 殷迈译). 南京: 译林出版社.
[21]	王强, 李广学. (2019). 现代社会伦理断裂的中国境况及其问题. 道德与文明, (4),106−113.
[22]	严从根. (2017). 在正当与有效之间——社会转型期的道德教育. 杭州: 浙江大学出版社.
[23]	周枫. (2019). 自由主义的道德处境. 台湾新北: 联经出版事业股份有限公司.
[24]	朱小蔓. (1995). 《情感教育论》与情感教育理论建设. 教育科学, (4),64−65.