“德目主义”德育哲学引论  

A Philosophical Perspective on the "All-round Doctrine" in Moral Education

作　　者：赵志毅[1] 李涛[2] 

机构地区：[1]杭州师范大学教育科学学院教授,310018 [2]浙江教育学院教师教育与教育管理学院副教授,310018

出　　处：《南京师大学报（社会科学版）》2009年第3期84-88,共5页Journal of Nanjing Normal University(Social Science Edition)

基　　金：教育部人文社科重点研究基地重大研究项目(06JJD880022)

摘　　要："德目主义"主张将人类的美德形成具体的条目,在教育过程中把这些条目灌输给受教育者,以形成学生良好的品德。"德目主义"划分为不同的学派,有的强调以权威的言语作为衡量道德与否的标准;有的主张以自然作为道德判断的评价依据;有的把追求幸福作为衡量道德生活的尺度;还有的则将道德与否归因于理性的推断与思考。就知识与能力的辩证关系而言,"德目主义"具有不可低估的教育价值。然而,随着时代的发展,"德目主义"思维方式的缺陷桎梏了学生品德的发展,影响了学生人格的建构。The school of ＂All-round Doctrine＂ maintains that the moral education should be premised on a list of clearly-defined virtues which are supposed to be instilled into those who receive the education; by so doing, good morality will come into being. The believers of this doctrine are divided into different sub-groups： some of them emphasize that the authoritative moral teachings should be accepted as the criterion for making moral judgments; some insist that the agreement with the human nature be regarded as the criterion; some consider the pursuit of happiness to be the criterion for living a moral life ; and others attribute the moral behavior to the result of reasoning. In terms of the dialectical relationship between knowledge and ability, the ＂All-round Doctrine＂ entails considerable educational value. But with the development of time, the inadequacy embedded in this doctrine imposes a great restriction on students＇ moral development, thus exerting a negative effect on their character formation.

关 键 词：德育哲学 德目主义 德育改革 

分 类 号：B82[哲学宗教—伦理学]