当代道德教育的三重理性进路  

Three Rational Approaches to Moral Education in Contemporary Times

作　　者：胡军良[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《陕西师范大学学报（哲学社会科学版）》2010年第1期170-176,共7页Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)

基　　金：陕西省社会科学基金项目(08C004)

摘　　要：道德教育并非一种诉诸非理性的救赎式、苦修式教育以及一种规训式的主体性教育,实为一种诉诸理性之生命化、人文化、实践化和最终受纯理性支配的交互主体性教育。如是,理性的进路理当成为道德教育得以通行无碍、圆融自足的应有之维。具体言之,一是要在交往理性的进路中实现其从"强制式灌输"到"对话式启导"、从"接收主体中心"到"去中心化的主体间性"的转向;二是要在价值理性的进路中实现其从"智性言说"到"德性叙事"、从"成材之教"到"成人之育"的跃迁;三是要在实践理性的进路中实现其从"理论世界"到"生活世界"、从"文本依赖"到"实践诠释"的嬗变。Rather than a redemptional, penance or disciplinary subjective education, moral educataon is actually an animating, humanistic and practical inter-subjective education that is ultimately governed by pure reason. Thus, a rational approach ought to be efficient and self-satisfactory to it. Specifically, first of all, a transfer from ＂compulsory indoctrination to dialogical inspiration＂ and ＂from center of receiving subject to non-center of subjectivity＂ should be realized by an approach of rational communication. Then, a leap ＂from intelligent statement to moral narration＂ and ＂from worker-establishing training to man-establishing education＂ should be actualized by an approach of ideological shaping. Finally, an evolution ＂from theoretical world to life world＂ and ＂from textual dependence to practical interpretation＂ should be realized by an approach of practical reasoning.

关 键 词：道德教育 交往理性 价值理性 实践理性 

分 类 号：D648[政治法律—政治学]