弗兰克纳道德教育思想述评

发布时间：2018-06-20 14:48

本文选题：威廉·弗兰克纳 + 道德哲学　；参考：《山东师范大学》2007年硕士论文

【摘要】： 威廉·弗兰克纳是在批判传统道德教育与现代道德教育的基础上提出自己的道德教育思想的。其道德教育思想的理论基础是他的伦理学思想。在规范伦理学中,他提出了“混合义务论”的道德观点,并提出了功利原则与公正原则,指出其他的一切原则都是从这两条原则引申出来的;在元伦理学中,重视的是对道德义务、道德价值及非道德价值的论证。基于此,弗兰克纳认为道德教育应当包括形式与内容两个方面,即道德知识的学习与道德自主性的培养。在道德教育的基本问题上,弗兰克纳取传统与现代道德教育理论之利,避二者之弊,具有明显的折衷主义倾向,代表了道德教育理论和实践领域未来的发展方向。同时,弗兰克纳的道德教育理论为我国的道德教育建设提供了有力的借鉴。鉴于国内对于弗兰克纳道德教育思想的介绍和研究尚不多见,本文拟对弗兰克纳的道德教育思想作一个初步的探讨。本文共分四个部分: 第一部分主要论述了弗兰克纳道德教育思想产生的背景,包括社会背景和理论背景两个方面。弗兰克纳生活在20世纪的美国,其道德教育思想深受20世纪西方道德教育思潮的影响,是在批判传统道德教育和反思现代道德教育的基础上提出的。他主张道德教育应该走一条中间的路线。第二部分重点讨论了弗兰克纳道德教育思想的理论基础,即他的伦理学思想。本文就规范伦理学和元伦理学两个方面进行了简要的概述。在规范伦理学中,弗兰克纳从道德的涵义、内涵和起源等方面提出了对于道德的基本看法,在此基础上提出了责任伦理和德行伦理。综合道义论和目的论的长短,弗兰克纳提出了“混合义务论”,并提出了善行和公正两条最基本的原则。在元伦理学中,弗兰克纳肯定了元伦理学不可忽视的作用,指出了基本的概念、判断分析对于伦理学研究的意义。第三部分主要论述了弗兰克纳道德教育思想的基本观点。包括道德教育的涵义,道德教育的目的,内容与方法。在弗兰克纳看来,道德教育是一种自我训练及自我教育的过程;道德教育的目的在于维护良好的社会秩序,并培养学生的道德观,促进学生在这种社会秩序中道德上的自主;道德教育的内容主要包括道德观的培养,以及具体的道德规则和美德的传授;道德教育的方法主要采用理性与非理性相结合的方式。第四部分主要是对弗兰克纳道德教育思想的评价。包括三个方面的内容:首先,弗兰克纳的道德教育思想体现了一种折衷主义的倾向,为当代的道德教育理论寻求了一条合理化的道路;然后本文对弗兰克纳道德教育理论的具体内容进行了评价,弗兰克纳对于道德教育的本质、目的、内容和方法的观点不乏合理的因素,是我们在道德教育中值得借鉴的;最后本文论述了弗兰克纳道德教育思想对我国道德教育的借鉴意义,在全球化加速及我国改革开放进一步深入的时代背景下,我国的道德教育应如何进行改革,该以何种道德价值引导学生等问题成了不可回避的时代课题,借鉴弗兰克纳的道德教育思想,我国应加强道德教育的理论建设,道德教育要避免偏向传统和现代道德教育的任何一方,在道德教育的具体实施上,尽量避免灌输,培养学生的道德自主性。
[Abstract]:William Frankena put forward his moral education thought on the basis of criticizing the traditional moral education and modern moral education. The theoretical basis of his moral education thought is his ethical thought. In the normative ethics, he put forward the moral viewpoint of "the theory of mixed obligation", and put forward the principle of utilitarianism and the principle of justice. All the other principles are extended from these two principles. In the meta ethics, the emphasis is on the proof of moral obligation, moral value and non moral value. Based on this, Frankena believes that moral education should include two aspects of form and content, that is, the learning of moral knowledge and the cultivation of moral autonomy. On the basic issue, Frankena takes advantage of the theory of traditional and modern moral education to avoid the pros and cons of the two, and has obvious eclectic tendencies, which represents the future direction of moral education theory and practice. At the same time, Frankena's moral education theory provides a powerful reference for the construction of moral education in China. The introduction and research of Frankena's moral education thought is not very common. This article intends to make a preliminary discussion on Frankena's moral education thought. This article is divided into four parts:
The first part mainly discusses the background of his moral education thought, including two aspects of the social background and the theoretical background. He lived in the United States in twentieth Century. His moral education thought was deeply influenced by the western moral education in twentieth Century. It was based on the criticism of the traditional moral education and the reflection of the modern moral education. He advocated that moral education should take an intermediate route.
The second part focuses on the theoretical basis of Frank's moral education thought, that is, his ethical thought. This article briefly outlines the two aspects of normative ethics and meta ethics. In normative ethics, Frank puts forward the basic view of morality from the aspects of moral meaning, connotation and origin. On the basis of this, we put forward the ethics of responsibility and ethics of virtue, the length of the comprehensive moral theory and the skopos theory. Frank puts forward the "mixed obligation theory", and puts forward the two basic principles of good practice and justice. In meta ethics, Frank affirms the role that meta ethics can't ignore, points out the basic concepts and judges the analysis of ethics. The significance of studying research.
The third part mainly discusses the basic ideas of the moral education thought of frank, including the meaning of moral education, the purpose of moral education, the content and the method. In Frank's view, moral education is a process of self training and self education; the purpose of moral education is to maintain a good social order and cultivate the moral of the students. To promote the moral autonomy of students in this social order, the content of moral education mainly includes the cultivation of moral concept, and the teaching of concrete moral rules and virtues; the methods of moral education mainly adopt the way of combination of reason and irrationality.
The fourth part is mainly the evaluation of Frank's moral education thought. It includes three aspects: first, Frank's moral education thought embodies an eclectic tendency and seeks a rationalized road for the contemporary theory of moral education; then this article carries out the specific content of Frank's moral education theory. Frankena's views on the essence, purpose, content and method of moral education have no lack of reasonable factors, which are worthy of reference for us in moral education. Finally, this article discusses the significance of Frankena's moral education thought to our country's moral education, in the era of global acceleration and in the era of further deepening of China's reform and opening up. In the background, how to reform our moral education and how to guide students with moral values has become an unavoidable issue. By drawing on the moral education thought of frank, our country should strengthen the theoretical construction of moral education. Moral education should avoid any side that deviate from the traditional and modern moral education, and in moral education. In the specific implementation of education, we should try not to inculcate and cultivate students' moral autonomy.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G40-09

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