中国传统人性论对德育价值取向的预制及其批判  

Traditional Chinese Humanity and Moral Education Orientation

作　　者：李伟言[1] 柳海民[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2005年第4期144-152,共9页Journal of Northeast Normal University(Philosophy and Social Science Edition)

摘　　要：人性预设是人们对人性所持的各种显在和隐性的态度和观念,它是德育价值取向形成的重要思想前提。要想对某种德育价值取向有深层把握和全景透视,人性预设是一种优先的观察点和视角。我国德育所具有的精英化价值取向,其主流的人性预设是“性善论”。从内容维度来看,从性善论出发的理想主义的道德规范导致了诸多负面问题,逻辑地也成为精英化德育自身的问题,使其无助于培养有道德的人,削弱了德育应有的社会作用。从性质维度上看,其“道德人性论”的性质使人以道德完善作为人生意义的实现的途径,由此使道德理想主义的追求绝对化。导致德育缺乏对生命应有的尊重,德育对人生意义的承担功能也给人文教育的定位带来困难,加剧了后者的萎缩和边缘化,不利于学校教育整体的优化协调。这昭示着,精英化的德育价值取向具有内在的否定性,它所存在的问题是自身难以克服的。科学合理的德育价值选择必须对性善论的人性预设持审慎的批判态度。Humanity hypothesis are all kinds of marked or obscure attitudes and thought. which is the ideology foundation of moral education value orientation. If we want to deeply grasp a full understanding, humanity hypothesis is a preference research angle. The characteristic of value orientation of current Chinese moral education is 'elite-orientated',and 'Good humanity theory' is the ideology foundation of the value orientation. From the content of the humanity hypothesis, 'Good humanity theory' confuses humanities and human characteristics, denying human natures, dividing kindness and profit, soul and flesh, public and private in advance. This limitation decides that moral education couldn't cultivate moral human beings. From the nature of the humanity hypothesis, 'Moral humanity theory' claims that perfect moral become the realization route of human meanings, making the pursuit of moral idealism absolute. Accordingly, moral education lacks due respects to human beings, and the function of moral education troubles the orientation of humanities education, quickening latter shrinkage and interdisciplinary. This declare that 'elite-orientated' of moral education value orientation has an inherent negotiate which can't be solved itself. A scientific moral education value choice must have a careful critical attitude.

关 键 词：人性预设 德育价值取向 

分 类 号：G410[文化科学—教育学]