孟子道德教化思想及其当代价值研究

发布时间：2018-06-04 15:12

本文选题：孟子 + 道德教化　；参考：《山东师范大学》2017年硕士论文

【摘要】：道德教化又称德教,是为提高人们的道德修养而采取一定的方式方法,向人们传授一定的道德原则与道德规范,以引起主体认同,进而培养人们良好道德选择能力和优良道德品质的施教之法。研究其教化思想,也是为当代道德教化发展服务的。追根溯源,道德教化起始于原始社会晚期,自上古皇帝轩辕氏起,就已经受到人们的重视,后经尧、舜、禹、商汤、文、武、周公等人的寸积铢累,在春秋战国时期,由“一生主在教”的孔子和“善政不如善教之得民也”[1]的孟子日臻完善。在德教认识方面,上述贤者一脉同宗。虽有“殆无人堪与孔子相比伦”[2]的评述,但孟子的道德教化思想以其独特的“性善论”思想和理想人格学说,较孔子更为完善,在德教发展史上具有承上启下的重要地位。一方面,孟子的道德教化思想不仅继承了孔子教化学说的丰富内容,更在孔子基础上有所进步。首先,他进一步把教化思想系统化,尤其是“性善论”假设,切实指出了人可以实现教化的原因以及在全社会推行教化何以可能的问题。其次,他还以孔子的礼乐教化实践为基础,提出了一整套道德教化的方法和不同于后世的“唯法为治”[3]思想,较孔子更为大胆和丰富,为政教的发展开辟道路。另一方面,孟子以善政、善教为核心的道德教化思想还为后世儒家教化思想的发展奠定理论基础、提供思想源泉。首先,针对孟子的“性善论”思想,荀子在《荀子·王制》和《荀子·正论等著作中》明确提出了“性恶论”思想和“化性起伪”学说。孟子为其学说提供了新的视角。其次,董仲舒在仁、义、礼、智四端基础上加以“信”,形成用以教化的五常之道。再次,朱熹编纂《家礼》等书,把家庭、学校、社会和国家看作整体,进行教化。论述道德教化的重要性。并于宋明理学时期被奉为心学派的祖师。除此之外,孟子以其独特的学术激情开创了德教史的新开端,直至现今仍熠熠生辉。本论文就是在阅读《孟子》七篇十四卷和诸位名家注释等的基础上,挖掘孟子道德教化思想的精髓并进行系统地阐述,以为当代社会的道德建设提供历史文化根基和新的启示,使全民沐浴道德教化的恩泽,进而提高全民道德素质,推动中华民族日新月著。本文分为四部分。第一部分论述了孟子道德教化思想形成的条件,第二、三、四部分通过对孟子道德教化思想内容的解读,探究其理论和实践价值,以启迪现代道德教化的施教之法。第一部分内容主要阐述孟子道德教化思想形成的条件。要研究一位思想家的思想,必须把它放到当时特定的阶级条件和历史背景下进行研究。孟子道德教化思想的形成,不仅跟当时战乱的政治背景、相对繁荣的经济条件、依然凋敝的民生环境、夏商周文明的文化背景、孔子等人提出的理论基础有关,还跟他个人的成长环境有着密不可分的关系。第二部分主要阐述孟子道德教化思想的内容。分为三个方面:一是确立了道德教化的目标是培育理想人格,从而建立理想国家和理想社会。二是阐述了为达到这一理想目标所应采取的方法。三是从自我、国家和社会三个层面,重点阐述了道德教化的途径。第三部分主要评析孟子道德教化思想的价值。孟子的道德教化思想蕴含着丰富的理论价值,同时也具有十分重要的实践价值。孟子的道德教化思想受其阶级性和历史条件的制约,肯定会打上时代的烙印,具有一定的局限性。在探求其价值的同时,我们要认识到其不符合时代背景的地方。第四部分主要研究孟子道德教化思想的现代启示。由于各方面的原因,当代道德教化面临着一系列的挑战,同时也存在诸多的发展机遇。为提高道德教化的实效性,推进孟子道德教化思想的研究和借鉴,本文从认识论和实践论两个方面探究了现代道德教化应采取的一系列措施。
[Abstract]:Moral education, also known as moral education, is a way to improve people's moral cultivation by means of certain ways and means, to impart certain moral principles and moral norms to people, to arouse the identity of the subject, and to cultivate the good moral choice and good moral quality of the people. In the spring and Autumn period of the Warring States period, the Mencius of "the master of life is teaching" Confucius and the Mencius of "the good government is not as good as the good religion and the people," [1]'s Mencius is reaching the end of the spring and Autumn period and the Warring States period. In the understanding of the German religion, the above sages are in the same vein. Although there is a comment on the "almost no one is comparable to Confucius" [2], Meng Zi's moral education thought is more perfect than Confucius with his unique "nature good theory" thought and ideal personality theory, and has an important position in the development history of the German religion. On the one hand, Meng Zi's moral education is on the one hand. The thought not only inherited the rich content of Confucius's doctrines, but also made some progress on the basis of Confucius. First, he further systematized the doctrines of enlightenment, especially the hypothesis of "the theory of sexual goodness", and pointed out the reasons for the realization of the enlightenment and the possible problems in the whole society. Secondly, he also taught the rites and music of Confucius. On the basis of the practical practice, a set of methods of moral education and the "only law for the treatment" of [3] are put forward, which are more bold and rich than Confucius. On the other hand, Meng Zi's moral education thought with good politics and good teaching as the core also lays a theoretical foundation for the development of the Confucian Educational Thought in the later generations. First, in view of Meng Zi's "good theory of nature", Xunzi clearly puts forward the idea of "the theory of sexual evil" and the theory of "puppet puppet" in the works of "Xunzi Wang" and Xunzi. Meng Zi provides a new perspective for his theory. Secondly, Dong Zhongshu is "faith" on the basis of the four ends of benevolence, righteousness, rites and wisdom. Again, Zhu Xi compiled the books of the family, the family, the school, the society and the country as a whole, and made a teaching. The importance of moral education was discussed. In the song and Ming Dynasties, he was regarded as the ancestor of the heart school. In addition, Meng Zi opened up a new beginning of the history of German religion with his unique academic passion, until it still glittering. On the basis of reading the seven fourteen volumes of Mencius and the annotations of the famous people, this paper excavated the essence of Mencius moral education thought and systematically expounded it to provide the historical and cultural foundation and new inspiration for the moral construction of the contemporary society, so as to improve the moral quality of the whole people and promote the moral quality of the whole people, and promote the moral quality of the whole people, and promote the moral quality of the whole people. This article is divided into four parts. The first part is divided into four parts. The first part discusses the conditions for the formation of Meng Zi's moral education thought, the second, third, the four part through the interpretation of Meng Zi's ideological content of moral education, explore its theoretical and practical value, in order to enlighten the modern moral teaching method of teaching. The first part mainly expounds Meng Zi's moral education thought. In order to study the conditions for the formation of a thinker, the thought of a thinker must be studied under the specific class conditions and historical background of the time. The formation of Mencius moral education thought is not only with the political background of the war, the relatively prosperous economic conditions, the destitution environment of the people, the cultural background of Xia Shang Zhou civilization, Confucius and others. The theoretical basis of the proposed theory is closely related to his personal growth environment. The second part mainly expounds the content of Meng Zi's moral education thought, which is divided into three aspects: first, the goal of moral education is to cultivate ideal personality and establish ideal state and ideal society. Two is to elaborate on this ideal. The way that the goal should be taken. Three is from the three levels of self, state and society, focusing on the way of moral education. The third part mainly analyses the value of Mencius moral education thought. Mencius' moral teaching thought contains rich theoretical value, but also has very important practical value. Mencius's moral education thought is subject to the thought of morality. In the fourth part, the fourth part mainly studies the modern enlightenment of Mencius' moral education thought. Because of the reasons for all sides, the contemporary moral education faces a series of reasons. At the same time, there are many opportunities for development. In order to improve the actual effect of moral education and promote the study and reference of Mencius moral education thought, this article explores a series of measures that should be taken in modern moral teaching from two aspects of epistemology and practice.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B222.5

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