论道德教育的多重内涵  

On the Connotations of Moral Education

作　　者：张正江[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715

出　　处：《教育理论与实践》2010年第9期25-29,共5页Theory and Practice of Education

基　　金：朱小蔓主持的全国教育科学"十一五"规划国家重点招标课题"社会转型时期青少年思想道德发展的新情况与对策研究"(课题批准号:AEA070001);张正江主持的教育部2009年人文社会科学研究一般项目"德育理论的基本范式研究"(课题批准号:09YJC880083)的成果之一

摘　　要：学术界对道德教育的定义很多,我们不可能把各种定义概括为一个惟一科学的定义。因为道德教育是千万种人为活动的泛称,世界上没有一个公认的标准来判断某种活动是不是道德教育。所以道德教育的内涵不是一个,而是许多个。根据道德和教育的含义以及道德教育的对象与目的三个维度,可以确定出道德教育的多种内涵,如道德规范教育、德性教育、品德教育、道德理性教育、道德情感教育、道德灌输、道德对话等。道德教育内涵的多元化具有重要的学术与实践意义。The definitions of moral education are multifarious in the academic circle, but we can＇t summarize them into one scientific definition because moral education is a general term of millions of human activities and there isn＇t a well-accepted norm in the world to judge whether an activity is moral education or not. So the moral education has multiple connotations instead of one. According to the connotations of morality and education, the objects and aims of moral education, we can recognize the various connotations of moral education, such as moral norm education, ethical virtue education, moral character education, moral rationality education, moral emotion education, moral instilment, moral dialogue, etc. The diversification of moral education＇s connotation is of great academic and practical significance.

关 键 词：道德 道德教育 道德教育内涵 多元化 

分 类 号：C410[社会学]