两种人格学说:对教育因何有价值的两种回答

发布时间：2018-01-19 01:35

本文关键词： 多元价值观绝对价值价值秩序人格价值感价值欺罔　出处：《教育学报》2013年03期 　论文类型：期刊论文

【摘要】：只有澄清价值关系、揭示价值秩序,多元价值观才是不仅可以坚持且能得到辩护的价值立场,也才能提出针对具体实践事务的评价标准。康德确立人格价值在目的王国中的绝对价值之地位,实际上是提供了一个认识价值秩序的制高点。但其方法是以回避实质价值及其秩序问题为代价的,其人格学说要求在使人成人的意义上把自主和独立作为教育的先决条件和必经之路、把德行作为教育的最高目的来看待。舍勒用现象学方法透视价值秩序,也肯定了人格价值是绝对价值。其人格学说要求把人格理解为行为中枢、爱的中枢、理解为人的价值本质。这个学说也揭示了教育中的恶性竞争、价值欺罔、人格扭曲是如何发生的。它要求看到一切教育都建基于并始终伴随着价值感的培育,而价值感的形成过程正是人格的形成过程。
[Abstract]:Only by clarifying the relationship of value and revealing the order of value, can the pluralistic values not only adhere to but also be defended. Kant established the status of the absolute value of personality in the kingdom of purpose. In fact, it provides a commanding point of understanding the order of value, but its method is at the cost of avoiding the problem of substantive value and its order. His personality theory requires that autonomy and independence be regarded as the prerequisite and the only way of education in the sense of making people adult, and that moral conduct be regarded as the highest aim of education. Scheler uses phenomenological methods to see through the order of value. It also affirms that personality value is absolute value. Its personality theory requires that personality be understood as behavior center, love center and human value essence. This theory also reveals the vicious competition in education and value deception. It requires to see that all education is based on and always accompanied by the cultivation of the sense of value, and the forming process of the sense of value is the process of the formation of personality.
【作者单位】：南京晓庄学院教师教育学院;
【基金】：江苏省教育“十一五”规划重点资助项目(项目编号:2009NXY06)“教育价值的生活世界现象学回溯——生活教育理论的价值基础与实践根基”研究成果之一
【分类号】：G40
【正文快照】： 一、多元价值观的是与非价值问题不可能“怎样都行”①。因为不在观念上把一切价值拉平,说一切都一样,就不可能对实践说“怎样都行”,而拉平了的价值将不再是价值。无论价值一词的歧义大到何种程度,也无论价值一词能否定义②,可以肯定的是,人们总是在意识到某些事物、事情是

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