德育叙事之“阻隔”问题探究  

The Study on the Separation Problem in Moral Education Narration

作　　者：李西顺[1] 

机构地区：[1]北京师范大学教育学部

出　　处：《教育研究》2013年第2期59-64,共6页Educational Research

基　　金："教育部2012年度博士研究生学术新人奖"资助项目的研究成果

摘　　要："德育阻隔"问题主要表征为教育者的价值引导与教育对象心灵深处原有价值秩序之间的通道受阻,德育叙事是解决该问题的可能路径之一。然而,现实样态中的学校德育叙事非但难以解决好"德育阻隔"问题,反而容易导致德育叙事自身之"阻隔"问题。其诱因具有深刻的复杂性,主要涵括四个层面:根基于"非辩证哲学"的德育叙事理论与实践,在"范式哲学"层面未做深刻洞察的德育改革,本体论视域观照不足的德育论与叙事学的交叉研究,学校德育叙事过程中过度的社会功利主义目的。作为一种基于本体论的研究视域和研究工具,哲学解释学对于该问题的解决具有方法论层面的必要性与适切性,不仅可以为问题的解决提供"本体论—方法论"之维的哲学根基及实践致思路径,而且可以促使德育叙事自身作为"人之存在方式"的深层内涵得以显现。The separation problem in moral education narration is mainly characterized as the passageway between the values guiding and original values is obstructed. Moral education narration is one of the possible solutions. However, the actual narrative in school moral education, is not only difficult to solve the separation problem in school moral education, but also easily bring about separation problem in moral education narration itself. Its inducement mainly includes four factors. The first is the theory and practice based on un-dialectical philosophy in moral education. The second is the reform in moral education which is lack of deep i^sight on the level of paradigm philosophy. The third is the crossover study which is lack of ontology horizon between moral education and narratology. The fourth is the exceeding social utilitarian purpose in the process of moral education narration. As a research horizon or research tool, philosophical hermeneutics could not only provide philosophical basis and the path of practice programming within ontology-methodology for the problem-solving, but also impel moral education narration to manifest its connotation as ＂a way of human existence＂.

关 键 词：德育叙事 阻隔 哲学解释学 

分 类 号：G641[文化科学—高等教育学]