美国现代化进程中的公民教育与道德教育关系

发布时间：2018-05-31 10:26

本文选题：美国 + 现代化进程　；参考：《东北师范大学》2010年博士论文

【摘要】： 本论文是系统研究公民教育与道德教育关系的一个尝试。这一研究以美国为具体的研究对象。之所以选择美国,不仅是出于一个最简单的想法：美国是最早开展公民教育,也是公民教育发展最为完善的国家之一,同时又具有非常浓重的道德教育情结;而且还出于这样的考虑：作为内源性现代化国家的美国可以为考察公民教育与道德教育的关系提供一个相对纯净的研究样本。论文以现代化为研究视角,即从二百多年来人类社会整体发展的角度呈现公民教育与道德教育的关系,因此这是一种宏观的社会历史视角。现代化视角具体表现在两方面：以现代化的相关理论作为研究的理论基础；以历史研究与比较研究的结合作为研究的方法论基础。论文从现代化的视角出发,考察美国公民教育和道德教育关系的生成、发展及各时期的关系格局与特点。一方面,论文力图还原美国公民教育与道德教育在现代化进程中的关系运动轨迹；另一方面,还希望探明这种关系演绎与美国现代化进程之间的内在逻辑。论文分为绪论、正文和结论三个部分。第一部分是绪论。这一部分概述了三个重要问题：研究主题的产生；回顾与梳理相关的研究成果,并提出假设；解释论文的研究视角、研究方法及它们所蕴涵的研究价值,说明从现代化视角研究的合理性与必要性。第二部分包括从第一章到第五章的内容,是对美国现代化进程中公民与道德教育关系的具体解读。其中,第一章《现代化视角下的公民教育与道德教育关系》相对独立。其主旨在于,说明如何从现代化视角进行研究、以下各章如何对这一视角进行应用,并解释相关概念,及明确研究美国所需的历史分期。这是整篇论文的理论分析框架和内在线索。其中,公民教育与道德教育的关系被理解为两者功能间的关系,关系的发展被理解为功能的互动发展过程。为避免关系起源的绝对化,在对美国的具体研究中,论文回避了对教育实效的考察,而侧重于对能够体现教育功能观的教育政策、价值取向、地位、理论与实践(目的、内容、课程与教材、途径)等方面的分析与比较。第二、三、四章是纵向的历史考察,分别展现公民教育与道德教育关系在美国现代化三个发展阶段中的孕育、形成和发展。第二章《混沌(18世纪末—1900年)》,回顾美国第一次现代化发展时期,在道德教育盛行与公民教育萌芽中所表现出的混沌的关系发展过程。此时两者间尚无明确分工,却又表现出某种潜在的分工合作趋势。第三章《博弈(1900-1960)》,展现第一次现代化成熟时期,在道德教育的现代转向和公民教育的制度化中,两者功能间此消彼长与相互渗透的转换过程。第四章《共生(1960年至今)》,分析第二次现代化发展时期,在公民教育与道德教育的共同复兴中,公民教育成为关系主导者以及两者间形成功能良性互补与密切合作的过程。第五章《谁主沉浮：现代化、公民教育、道德教育及其关系》对美国的公民教育与道德教育的关系进行全景式分析,主要从历史与比较两个视域出发总结美国式关系发展所表现出的历史共性和特性。主要涉及,关系发展的基本模型、外在表现以及发展动力等问题。最后一部分为结论。即,美国公民教育与道德教育的关系是两者在社会意识教育范围内所形成的连续的功能转换与分工合作过程。现代化是关系发展的动力,因此关系的发展表现出与美国现代化进程相对应的阶段性。就本质而言,这种关系一方面是公民教育与道德教育不断回应现代化需要的过程,另一方面也是两种教育形式自身持续现代化的过程。
[Abstract]:This paper is an attempt to systematically study the relationship between civic education and moral education. This study takes the United States as a specific object of study. The choice of the United States is not only out of the simplest idea: the United States is one of the earliest countries to carry out civic education, but also one of the countries with the best development of civic education. Moral education complex; and also out of consideration: the United States, as an endogenous modernized country, can provide a relatively pure research sample for examining the relationship between civic education and moral education.
The thesis takes modernization as the research perspective, that is, the relationship between civic education and moral education from the perspective of the overall development of human society in the past more than 200 years. Therefore, this is a macro social and historical perspective. The perspective of modernization is embodied in two aspects: the theoretical basis of modern related theories and historical research and comparison. The combination of research is the basis for the methodology of research.
From the perspective of modernization, the paper examines the formation, development and characteristics of the relationship between American civic education and moral education. On the one hand, the paper tries to restore the relationship between American civic education and moral education in the process of modernization; on the other hand, it also hopes to explore the relationship between the relationship and the American modernity. The internal logic between the process of transformation.
The thesis is divided into three parts: introduction, text and conclusion.
The first part is the introduction. This part outlines three important issues: the production of research topics, review and combing related research results, and put forward assumptions; explain the research perspective of the thesis, research methods and their implications for research, and explain the rationality and necessity of research from the perspective of modernization.
The second part, from the first chapter to the fifth chapter, is a concrete interpretation of the relationship between citizenship and moral education in the process of American modernization.
The first chapter, the relationship between civic education and moral education under the perspective of modernization is relatively independent. The main purpose of the chapter is to explain how to study from the perspective of modernization, how to apply the following chapters to this perspective, explain the relevant concepts, and clearly study the historical stages required by the United States. This is the theoretical framework of the whole thesis. Inner clues. Among them, the relationship between civic education and moral education is understood as the relationship between the two functions. The development of the relationship is understood as the interactive development process of function. In order to avoid the absolute origin of the relationship, in the specific study of the United States, the thesis evaded the study of educational effectiveness and focused on the ability to embody the educational function view. Analysis and comparison of education policy, value orientation, status, theory and Practice (purpose, content, curriculum and teaching materials, ways).
The second, third, the four chapter is a longitudinal historical investigation, showing the birth, formation and development of the relationship between civic education and moral education in the three stages of American modernization. The second chapter < chaos (from the end of the eighteenth Century to 1900) > to review the mixture of moral education and civic education in the first modernized development period of the United States. There is no clear division of labor between the two and there is a potential trend of division of labor and cooperation between the two. The third chapter, "game (1900-1960) >", shows the first modernized and mature period, in the modern turn of moral education and in the institutionalization of civic education, the conversion process between the two functions and the mutual infiltration between the two functions. Fourth Chapter "symbiosis" (1960 to present), analysis of the second modernized development period, in the common revival of civic education and moral education, civic education becomes the relationship between the leading people and the two processes to form a benign complementarity and close cooperation between the two. The fifth chapter, "the modernization, civic education, moral education and Relations > to the public of the United States) A panoramic analysis of the relationship between the education of the people and the moral education is carried out. From the two perspectives of history and comparison, the historical generality and characteristics of the development of American style relations are summarized, including the basic model of the relationship development, the external performance and the development motive.
The last part is the conclusion that the relationship between American civic education and moral education is the continuous functional transformation and the process of cooperation and cooperation between the two in the scope of social awareness education. Modernization is the motive force for the development of relations. Therefore, the development of the relationship shows the phased nature corresponding to the modernization of the United States into Cheng Xiang. On the one hand, on the one hand, civic education and moral education constantly respond to the needs of modernization; on the other hand, it is also the process of two kinds of education forms themselves continuing modernization.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G571.2

【引证文献】