学校情境中利他主义的基础与重塑  

Research on the Basis of Altruism and Its Re-establishment at School

作　　者：屠翔天[1] 鞠玉翠[1,2] 

机构地区：[1]华东师范大学教育学系,上海200062 [2]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《基础教育》2013年第1期80-85,共6页Journal of Schooling Studies

基　　金：国家社科基金教育学一般项目"学校道德氛围测评与监控研究"(课题批准号:BEA110034)阶段性成果;上海市浦江人才计划成果(项目号:11PJC048)

摘　　要：利他精神作为伦理学中受到推崇的道德之一在现今的学校教育中愈发失去立足之地。为此,应重审利他的概念,从人际交往和学校教育两个方面找到其立足的基础。进而学校情境中的利他行为应区分为递进的四个层次:无妨碍的利他行为、互惠的利他行为、利群的利他行为和无私的利他行为,以使学校教育能循序完善利他行为的重塑。Altruism is one of the most treasured moral spirits by ethics, but loses popularity in current school education system. Altruism＇ s concept needs to he re - investigated to establish its position in interpersonal communication and school education. Ahruism in school education can be sequentially divided into four phases so as to re -establish at school： impedance -free altruism, mutual - beneficial altruism, group -oriented altruism and selfless altruism.

关 键 词：利他主义 利己 互惠 利群 

分 类 号：G40-02[文化科学—教育学原理]