人性的扬弃:道德教育存在的本真意义——基于类哲学的视角  

To Develop the Useful And Discard the Useless of Humanness:Original Significance of Moral Education Being:A Visual Angle from The Genus Philosophy

作　　者：刘丙元[1] 

机构地区：[1]山东省青少年研究所,山东济南250014

出　　处：《山东师范大学学报（人文社会科学版）》2011年第1期96-100,共5页Journal of Shandong Normal University(Humanities and Social Sciences)

基　　金：作者主持的全国教育科学"十一五"规划2009年度教育部重点课题<当代中国道德教育哲学的理论与实践困境及其对策研究>(批号DEA090273)阶段性成果

摘　　要：道德教育如若使其存在本身获得正当合理性论证,就要澄明其存在的本真意义,回归其是其所是。人性存在即自由自觉的类存在,而道德存在就是人性存在的体现。道德教育之本义就在于充分体现道德之本义,激发和发展人之道德自由自觉的能力,进行人性的扬弃。道德教育就是人的类本质的再生产。把人性扬弃作为自己的本义使道德教育成为人的第二天性。What must be clarified first of all lies in the original significance of its being if moral education makes its being win the reasoning of its justification. And regression is what it originally is. Human nature is a genus being independently and self- consciously, And moral being is the embodiment of the human nature. It is to develop the useful and discard the useless of human nature by exhibiting the significance of morality and developing the independent and self - conscious ability of the individual that moral education achieves its original significance. Moral education, namely, the reproduction of anthropic nature makes moral education a second anthropic nature.

关 键 词：人性 道德 道德教育 类存在 

分 类 号：G40[文化科学—教育学原理]