俗世生命伦理学视域中的大学生生命教育
发布时间：2018-11-06 17:36
【摘要】：现阶段大学生自杀、暴力行为、道德伦理丧失等现象频出,我们不得不反思高等教育中存在的问题,显然生命教育的缺失使得高等教育乃至社会整体的发展陷入了困境。首先高等教育在社会发展中模糊了自己的本质使命;其次大学生生命教育忽视了大学生群体的特点;最后大学生生命教育缺乏对个体生命意义的追寻。在这种生命发展的困境下,恩格尔哈特的俗世生命伦理学为新时代背景下生命教育的发展实践提供了新视角和新方法。俗世生命伦理学诞生在多元化和宗教权威坍塌的背景下,生命教育的发展也面临同样的背景,俗世生命伦理学的目的就是为各种具体共同体之间的矛盾冲突搭建和平解决的桥梁,他提出了允许原则是所有共同体应当遵循的最高原则,任何行善都需要生命主体的允许才具有价值,实现道德异乡人之间合作交流的关键在于彼此之间的价值尊重和理解。从时代背景和原则理念上,俗世生命伦理学与现阶段的大学生生命教育有很强的适配性,从其潜藏的生命教育意蕴中可以解读出生命教育的新理念。在俗世生命伦理学视域中,首先生命教育能够解决多元矛盾的关键在于人类集体潜意识中的共性价值和能量;其次生命教育强调个体的自我实现;最后生命教育必须尊重受教育者的选择自由、强调受教育者的生命责任承担,追寻自己的生命意义。所以在俗世生命伦理学的理论铺垫下,大学生生命教育为了能够适应多元价值和日趋物质化的社会环境就必须构建俗世化的生命教育框架。首先,大学生生命教育必定是能够包容多元价值的教育体系,教育本身就应当体现出多元化的色彩,但是为了防止多元化导致的混乱,要牢牢把握生命核心的共性价值,这些全人类所共有的生命价值是生命教育化解冲突实现合作的关键。生命教育应用于实践还需要具体的途径和方法。目标和希望作为生命发展的重要动力能够激发个体潜在的力量,通过对大学生的职业规划和就业辅导教育可以帮助大学生树立一个明确的目标,通过自身的奋斗实现属于自己的成功;通过加大通识教育课程的力度,让大学生在学习欣赏文学艺术的同时能够间接地感受到人性中共有的真、善、美和爱的力量,激发他们内在的创造性和生命能量;对于成长中的大学生,困境不是生命的悲剧,受难恰恰是生命获得重大成长的机遇,大学生能从每一次的受难中收获对生命更深地理解,在受难中增强自己的精神和肉体,强化自己生命的意义。在俗世生命伦理学视域中大学生生命教育重点解决的问题主要包括以下三个方面:首先,大学生应如何面对自己身处的多元化社会;其次,大学生的生命发展需要他们学会解决多元价值之间的矛盾冲突;最后,生命发展的核心是在价值混乱的社会中追寻自己生命的意义。
[Abstract]:At present, college students commit suicide, violent behavior, moral and ethical loss and other phenomena, we have to reflect on the problems in higher education, it is obvious that the lack of life education makes the development of higher education and society as a whole into a dilemma. First, higher education blurs its essential mission in social development; secondly, college students' life education ignores the characteristics of college students; finally, college students' life education lacks the pursuit of individual life meaning. In this predicament of life development, Engelhardt's worldly bioethics provides a new perspective and method for the development practice of life education in the new era background. Under the background of pluralism and collapse of religious authority, the development of life education also faces the same background. The aim of worldly bioethics is to build a bridge for the peaceful settlement of contradictions and conflicts between specific communities, and he proposes that the principle of permission is the supreme principle to be followed by all communities. Any good deed needs the permission of the subject of life to have value. The key to realize the cooperation and communication between moral aliens is to respect and understand each other's value. In terms of the background of the times and the concept of principles, the worldly bioethics has a strong adaptability to the college students' life education at the present stage, and the new concept of life education can be interpreted from its hidden implication of life education. In the perspective of worldly bioethics, the key of life education to solve multiple contradictions lies in the common value and energy of human collective subconscious consciousness, and the life education emphasizes the self-realization of individual. Finally, life education must respect the freedom of choice of the educatee, emphasize the responsibility of the educatee and pursue its own meaning of life. Therefore, in order to adapt to the pluralistic values and the increasingly materialized social environment, college students' life education must build a worldly life education framework under the theoretical foundation of worldly bioethics. First of all, life education for college students must be an education system that can contain multiple values. Education itself should embody the color of diversity. However, in order to prevent the chaos caused by diversity, we should firmly grasp the common values of the core of life. These values of life shared by all mankind are the key to conflict resolution and cooperation in life education. The application of life education in practice also needs specific ways and methods. As an important driving force of life development, goals and hopes can stimulate the potential strength of individuals. Through career planning and career guidance education for college students, they can help college students establish a clear goal. Through their own struggle to achieve their own success; By strengthening the general education curriculum, college students can learn and appreciate literature and art while indirectly feeling the common power of truth, goodness, beauty and love in human nature, so as to stimulate their inner creativity and life energy. For the growing university students, the plight is not the tragedy of life. Suffering is precisely the opportunity for life to gain great growth. College students can gain a deeper understanding of life from each suffering, and strengthen their spirit and body in suffering. Strengthen the meaning of your life. In the perspective of worldly bioethics, the key problems of college students' life education mainly include the following three aspects: first, how should college students face the pluralistic society in which they live; Secondly, the life development of college students requires them to learn to solve the conflicts between multiple values; finally, the core of life development is to pursue the significance of their own life in a society with chaotic values.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641
本文编号：2315005
[Abstract]:At present, college students commit suicide, violent behavior, moral and ethical loss and other phenomena, we have to reflect on the problems in higher education, it is obvious that the lack of life education makes the development of higher education and society as a whole into a dilemma. First, higher education blurs its essential mission in social development; secondly, college students' life education ignores the characteristics of college students; finally, college students' life education lacks the pursuit of individual life meaning. In this predicament of life development, Engelhardt's worldly bioethics provides a new perspective and method for the development practice of life education in the new era background. Under the background of pluralism and collapse of religious authority, the development of life education also faces the same background. The aim of worldly bioethics is to build a bridge for the peaceful settlement of contradictions and conflicts between specific communities, and he proposes that the principle of permission is the supreme principle to be followed by all communities. Any good deed needs the permission of the subject of life to have value. The key to realize the cooperation and communication between moral aliens is to respect and understand each other's value. In terms of the background of the times and the concept of principles, the worldly bioethics has a strong adaptability to the college students' life education at the present stage, and the new concept of life education can be interpreted from its hidden implication of life education. In the perspective of worldly bioethics, the key of life education to solve multiple contradictions lies in the common value and energy of human collective subconscious consciousness, and the life education emphasizes the self-realization of individual. Finally, life education must respect the freedom of choice of the educatee, emphasize the responsibility of the educatee and pursue its own meaning of life. Therefore, in order to adapt to the pluralistic values and the increasingly materialized social environment, college students' life education must build a worldly life education framework under the theoretical foundation of worldly bioethics. First of all, life education for college students must be an education system that can contain multiple values. Education itself should embody the color of diversity. However, in order to prevent the chaos caused by diversity, we should firmly grasp the common values of the core of life. These values of life shared by all mankind are the key to conflict resolution and cooperation in life education. The application of life education in practice also needs specific ways and methods. As an important driving force of life development, goals and hopes can stimulate the potential strength of individuals. Through career planning and career guidance education for college students, they can help college students establish a clear goal. Through their own struggle to achieve their own success; By strengthening the general education curriculum, college students can learn and appreciate literature and art while indirectly feeling the common power of truth, goodness, beauty and love in human nature, so as to stimulate their inner creativity and life energy. For the growing university students, the plight is not the tragedy of life. Suffering is precisely the opportunity for life to gain great growth. College students can gain a deeper understanding of life from each suffering, and strengthen their spirit and body in suffering. Strengthen the meaning of your life. In the perspective of worldly bioethics, the key problems of college students' life education mainly include the following three aspects: first, how should college students face the pluralistic society in which they live; Secondly, the life development of college students requires them to learn to solve the conflicts between multiple values; finally, the core of life development is to pursue the significance of their own life in a society with chaotic values.
【学位授予单位】：江苏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G641
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