希望哲学:道德教育与未来意识——一个关于希望德育的哲学阐释

发布时间：2018-07-26 14:45

【摘要】：未来具有一种伦理性和教育性,包含着存在的意义和未来的希望。这是教人善待未来、追求美好的力量和源泉。在这里,可能性转变为现实性,时间成为道德的基础。希望是一种德性,也是一种教育。教育就是"学习希望"或"学会希望"。可能性既是道德教育的出发点,也是道德教育的归宿;此在是一种局限,教育就在于突破此在的限制,实现人的开放性和可能性。未成熟是此在的一种状态或局限,但未成熟意味着对未来的依赖性,道德教育正是在这种依赖性之上建立起自己的权威和可能;布洛赫的希望实现了存在主义所期待的从悲凉到诗意的转换,给予道德教育一种人性的启示——教育不仅应当有希望而且也能够有希望;超越善恶是道德哲学的重要命题,也是道德教育的终点和目标。布洛赫的希望信仰与尼采的英雄主义未来选择了不同的超越方式,实现了从"善恶之境"到"至善之境"(纯粹之善)的转变;希望的伦理突破了道德理想主义的局限,使理想主义的信仰奠基于人的道德生活实践。确定性的未来不再是此在生活的统治者,而是启示未来理想的道德可能性。
[Abstract]:The future has an ethical and educational nature, including the meaning of existence and hope for the future. This is to teach people to be kind to the future, the pursuit of good power and source. Here, possibility turns into reality and time becomes the basis of morality. Hope is both a virtue and an education. Education is learning hope or learning hope. Possibility is not only the starting point of moral education, but also the destination of moral education. Immaturity is a state or limitation, but immaturity means dependence on the future, on which moral education establishes its own authority and possibility. Bloch's hope realizes the transition from sadness to poetry, which is expected by existentialism, and gives moral education a kind of human enlightenment-education should not only have hope but also hope; transcending good and evil is an important proposition of moral philosophy. It is also the end and goal of moral education. Bloch's belief of hope and Nietzsche's heroism chose different ways of transcending in the future, and realized the transformation from "the state of good and evil" to "the realm of the best" (pure good), and the ethics of hope broke through the limitations of moral idealism. To base the idealistic belief on the practice of man's moral life. The deterministic future is no longer the ruler of this life, but the moral possibility of enlightening the future ideal.
【作者单位】：扬州大学教科院;
【基金】：2011年度教育部人文社会科学重点研究基地重大项目:现代生活方式与道德教育(11JJD880020) 江苏高校协同创新计划:基础教育人才培养模式协同创新中心研究成果
【分类号】：G41

【参考文献】