道德教育应重视培养“懂道德的人”——生活德育背景下知性德育的出路  

Moral Education Ought to Bring up“Those Persons Who Understand Morality”

作　　者：张正江[1] 陈菊恋[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育理论与实践》2013年第9期45-50,共6页Theory and Practice of Education

基　　金：全国教育科学"十二五"规划2012年度教育部重点课题<知识德育与生活德育的统一性研究>(课题批准号:DEA120208)的阶段性研究成果

摘　　要：生活德育所猛烈批判的知性德育是且只能是实然的知性德育,而非本然的知性德育。道德有两种形态,相应地,道德教育也包括品德教育(或道德规范教育)和知性德育两种,后者有独立的价值和意义,是德育家的理想追求。当代西方的知性德育偏重于形式与能力,忽视了科学的道德知识、道德真理等实质内容。只有从真正的马克思主义立场出发,才最有可能获得科学的道德知识、道德真理。知性德育的直接目的不是培养"有道德的人",而是培养真正"懂道德的人"。当前,我国学生在道德方面的"知行分离"现象在于其"知"非"真知"。真正"懂道德的人"必然会经常作出道德行为。The intellectual moral education fiercely criticized by life moral education is, and can only be the intellec- tual moral education of reality, but not the intellectual moral education of naturalness. There are two forms of morality： morality education which includes character education （or ethical rules education） and intellectual moral education. The latter has the value and meaning of independence, which is the ideal pursuit of moral education experts. In the current western world, the intellectual morality education lays emphasis on the form and ability, but neglects such substantial con- tents as scientific moral knowledge and moral truth. We can truly acquire the moral knowledge and moral truth from the standpoint of Marxism. The direct aim of intellectual moral education is not to bring up those people ＂who are moral＂, but those people ＂who truly understand morality＂. At present, the phenomenon of ＂separation of knowing morality and practicing morality in Chinese students reflects that they ＂understand morahty , but do not ＂truly understand morality＂. ＂Those people who understand morality＂ must often do moral actions.

关 键 词：生活德育 知性德育 “懂道德的人” 道德知识 

分 类 号：G410[文化科学—教育学]