交往行为理论视景中的我国学校德育  

Moral Education of Our Country in the View of the Theory of Communicative Action

作　　者：张自广 

机构地区：[1]中山大学教育学院

出　　处：《中山大学研究生学刊（社会科学版）》2005年第1期126-130,共5页Journal of the Graduates Sun YAT-SEN University(Social Sciences)

摘　　要：哈贝马斯的交往行为理论对我国学校德育有着极强的启示价值和借鉴意义。本文从哈氏的交往行为理论进行审视,认为学校德育要取得效果的可信度与最优化,要做到:(1)实现思维范式从主体—客体认识图式到主体—主体认识图式的转变。(2)突显学校育人情境的人本关怀,避免学生"生活世界的殖民地化"。(3)把"对话"视为师生之间道德价值沟通与认同的桥梁和纽带。(4)注重交往行为中话语的有效性即可理解性、真理性、正当性和真诚性。The Theory of Communicative Action of Juergen Habermas has extremely strong enlightenment value and lessons to moral education of our country. This text surveys from the theory of communicative action of Juergen Habermas, and thinks that if school moral education want to get credibility and optimization, they should do things following: (1) Change the modes of thought from 'subject-object' to 'subject-subject'. (2) Give prominence to human care in school situation, and prevent students' 'colonization of the life world'. (3) Regard 'dialog' as the bridge and tie of the communication and self-identity of morals value between teachers and students. (4) Pay attention to the efficiency of the words in the behavior of communicate, which are intelligibility, authenticity, justness and sincerity.

关 键 词：交往行为理论 学校德育 主体认识图式 借鉴意义 哈贝马斯 思维范式 人本关怀 殖民地化 生活世界 道德价值 “对话” 可理解性 最优化 可信度 真理性 真诚性 正当性 

分 类 号：B089.1[哲学宗教—哲学理论] G41[文化科学—教育学]