弗洛姆的道德教育理论及其现实价值  

Fromm＇ s Theory of Moral Education and its Realistic Values

作　　者：吴毅[1] 孔文清[2] 

机构地区：[1]华东师范大学教育科学学院,上海200062 [2]上海应用技术学院社科部,上海200234

出　　处：《上海师范大学学报（基础教育版）》2009年第4期36-41,共6页Journal of Shanghai Normal University:Elementary Education Edition

摘　　要：西方马克思主义者弗洛姆在精神分析的基础上提出了对何谓道德的独特见解。道德是人自身潜能的实现，独立人格的养成。道德教育也就是让人们认识到什么是人性，什么是善，并在这一认识的基础上形成自我的道德品质。在认识的方式上，弗洛姆反对客观主义的认识论，提出了体验性的知识的概念。弗洛姆的道德教育思想对于道德教育实践有重要的借鉴意义。Eric Fromm, one of the noted occidental Marxists, proposed his peculiar outlook about the concept of morality on the basis of psycho - analysis. Morality is the realization of the human potentials and the cultivation of independent personality. Moreover, moral education sheds a light upon the conception of humanity and good, which lays a foundation for the development of moral qualities of the self. In epistemology, he opposed objectivism and advocated the notion of the experience - based knowledge. His thoughts on moral education have offered significant references to the Chinese practice of moral education.

关 键 词：弗洛姆 道德 体验性知识 道德教育 

分 类 号：G410[文化科学—教育学]