老子“无为”思想的道德教育意蕴探析

发布时间：2018-06-19 00:15

本文选题：老子 + “无为”思想　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：国无德不兴,人无德不立。一个国家不讲道德就无法长久地屹立于世界民族之林,一个人缺失道德就无法在社会上立足。毋庸置疑,道德之于国家、社会和个人的发展至关重要。然而,当前社会普遍存在的道德滑坡、诚信缺失等现象和问题令人堪忧。尽管我们在社会上不断呼吁和倡导高尚的道德思想和行为,在学校教育中也开展各类德育活动,教育学生要做有高尚道德的人,但是德育活动的实效性依然不如人意,让人担忧。因此,我们不得不对德育的思想和方式方法进行反思,剖析问题产生的根源,以期在问题的解决上能有所突破。正是基于这种背景,笔者从老子的“无为”思想入手,思考和探寻问题解决的思路和途径。当前的道德教育,大多是以道德知识灌输、道德行为规范约束的形式进行的,这是一种由外而内的人为的教育方式,它忽视了道德养成不能缺失和违背由内而外的道德体验和内化的一面,这也是当前德育实效性不足的重要原因。老子的“无为”思想主张“无违”、“不妄为”、“人为有度”,强调凡事要遵循事物发展的本性,遵循人性发展的规律,反对违反事物和人性的本性而“过度人为”,否则将事与愿违。老子无为思想在很大程度上恰恰指出了当前道德教育的问题,这启示我们,道德教育要顺应道德发展之道来开展,道德教育绝不是把道德观念、道德行为规范作为静态的知识来学习,而是强调德育活动所使用的方式方法要注意以减损欲望、增强道德体验为主。反之,则势必难以取得成效。本文分为三大部分:第一部分阐释了老子“无为”思想的实质,将其概括为:“无违”、“不妄为”、“非不作为”、“人为有度”、“为道日损”。第二部分分析了当前学校道德教育中出现的问题和面临的困境,即道德教育知识化、道德教育生活化的扭曲和道德教育规约化。第三部分提出了“无为”思想指导下的道德教育的思路和路径:一是道德教育要遵循道德发展之道,保护人的道德本性,尊重人性,设立适度的道德标准;二是要淡化道德知识灌输的道德教育方式,认识到道德知识对于道德发展的有限性,道德教育是知、情、意、行相统一的过程,美德更多的是在实践中养成的,要多行不言之教;三是为道日损,要注意运用减损欲望的道德教育方法,避免道德榜样的负面效应,重视引导学生的道德行为出于本心;四是道德教育应该突出体验性的特点,道德教育必须重视学生的道德实践体验;五是道德教育应以唤醒学生的德性为目的,而非以行为约束为目的;道德教育还应不囿于道德规范,做正确的事,在行动中将外部道德规范内化为个体的道德品质。
[Abstract]:No country without virtue, no man without virtue. A country without morality can not stand among the nations of the world for a long time. There is no doubt that morality is essential to the development of the nation, society and individuals. However, the current social widespread moral decline, lack of integrity and other phenomena and problems are worrying. Although we constantly appeal and advocate noble moral thought and behavior in the society, and carry out all kinds of moral education activities in school education, to educate students to be noble moral person, but the actual effect of moral education activity is still not satisfactory. It's worrying. Therefore, we have to reflect on the thought and method of moral education, analyze the origin of the problem, and hope to make a breakthrough in solving the problem. Based on this background, the author starts with Laozi's "inaction" thought, and explores the way to solve the problem. Most of the current moral education is carried out in the form of moral knowledge instillation and the restriction of moral norms of conduct, which is a form of artificial education from the outside to the inside. It ignores the fact that moral cultivation cannot be absent and violates the moral experience and internalization from inside to outside, which is also an important reason for the lack of actual effect of moral education at present. Laozi's thought of "inaction" advocates "no violation", "not acting in vain", and "artificial degree". He emphasizes that everything should follow the nature of the development of things, follow the laws of human development, and oppose the "excessive human behavior" which violates the nature of things and human nature. Otherwise, it will backfire. To a large extent, Laozi's thought of inaction precisely points out the current problems of moral education, which enlightens us that moral education should be carried out in accordance with the way of moral development, and moral education is by no means a moral concept. The code of moral behavior is studied as static knowledge, but it emphasizes that the ways and methods used in moral education activities should pay attention to detract from desire and strengthen moral experience. On the contrary, it will be difficult to achieve results. This paper is divided into three parts: the first part explains the essence of Laozi's thought of "inaction" and generalizes it as: "no violation", "not doing nothing", "artificial degree", "loss of day by day". The second part analyzes the problems and difficulties in the current school moral education, that is, the knowledge of moral education, the distortion of moral education in life and the regularization of moral education. The third part puts forward the thought and path of moral education under the guidance of "inaction": first, moral education should follow the way of moral development, protect human moral nature, respect human nature, and set up appropriate moral standard; The second is to desalinate the way of moral education inculcated with moral knowledge, and realize that moral knowledge is limited to the development of morality. Moral education is a process of unity of knowledge, emotion, meaning and action. Virtue is more cultivated in practice. Third, we should pay attention to the moral education method of detracting desire, avoid the negative effect of moral example, attach importance to guiding students' moral behavior out of their original mind; fourth, moral education should highlight the characteristics of experience. Moral education must attach importance to students' moral practical experience; fifth, moral education should be aimed at arousing students' virtue instead of behavior restraint, and moral education should not be confined to moral norms and do the right thing. Internalize external moral norms into individual moral qualities in action.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B223.1

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