重建道德可教的涵义

发布时间：2018-01-05 17:42

本文关键词：重建道德可教的涵义　出处：《教育学术月刊》2015年06期 　论文类型：期刊论文

【摘要】：无论从道德言说还是从道德实践看,道德都是可教的,不过各种可教方式均表达不同的内涵。但无论如何,这些内涵仍然都是从意义理解的视域上说的,而无法从行动上说,因为意义理解与行动分属完全不同的两个领域。据此,道德可教仅仅意味着对他者和世界的道德理解和通达以及自我道德意义和可能性行为的构造,而不是意味着特定的道德教育就必然产生特定的道德行动;或者说是基于经验的促进个体道德理解的深化,进而促进个体特定情境下的道德行动选择的固化或修正。进而,道德教育方式及方式的内涵都需要作相应的转换和界定。在什么意义上说道德是可教的,道德可教的内容选择是否恰当,以及道德教育方式转换与其内涵的限定,这三个问题从逻辑上系统地构建起道德可教的涵义。
[Abstract]:In terms of moral discourse or from the moral practice, moral can be taught, but various teaching methods are expressed in different connotations. But in any case, these still are from the connotation of the understanding view said, and not from the action, because the two areas of understanding and action belong to totally different accordingly, ethics can be taught only means constructing moral understanding and accessible to others and the world and the significance and possibility of self moral behavior, rather than the specific means of moral education must have certain moral action; or that experience deepen understanding based on individual morality, thereby promoting individual specific situations. The moral action selection of curing or correction. Furthermore, the connotation of moral education and the need for the corresponding conversion and definition. In what sense of morality is to teach, teach Brookfield Road Whether the choice of content is appropriate, and the transformation of moral education mode and the definition of its connotation, these three questions systematically construct the meaning of moral teachable.

【作者单位】：深圳市教育科学研究院;
【分类号】：G41
【正文快照】： 人们经常追问道德教育的效率问题,这本身并没有错,但问题是我们如何计算和衡量道德教育的效率。通常是按照投入/产出公式,把个体经由某种特定的教育与其所产生的道德行动的比值作为效率的衡量标准。这个公式是值得探讨的。显然,公式存在一个假定:即教育与行动之间可以保持某种

【参考文献】