中西方道德教育理论中的人性预设之比较与启示  

A Comparative Study of Humanity Supposition in Chinese and Western Theories of Moral Education

作　　者：李建国[1] 

机构地区：[1]华中科技大学马克思主义学院,湖北武汉430074

出　　处：《江汉大学学报（社会科学版）》2015年第5期97-101,128,共5页Journal of Jianghan University(Social Science Edition)

基　　金：国家社会科学基金项目"大学生马克思主义理想信仰的生成机理及实证研究"(11CKS029);中央高校基本科研业务费专项资金资助项目(2014AC003)

摘　　要：人类的历史在某种程度上来看,其实质就是人性表现方式不断变化和人性潜能不断实现的过程。对人性的不断追问是人类认识并改善自身的永恒命题。人性预设是型构道德教育理论的逻辑前提,并在某种程度上决定着道德教育理论所主张的目标、功能、内容、言说话语和方式方法。中西方道德教育理论中不同的人性预设导致各自道德教育的方式方法和价值取向的迥异。西方"人性论"取向于"人""神"之殊,其道德教育强调通过"自愿""自然"的方式追求"超凡入神"的"理想人格"。中国"人性论"取向于"人""禽"之别,其道德教育强调通过"自觉""自律"的方式追求"超凡入圣"的"理想境界"。To a certain extent,the essence of human history is a process in which the ways of humanity expression constantly change and human potentials are constantly realized. Questioning of human nature is an eternal proposition bywhich human beings know and improve themselves. Presupposition of humanity is the logical precondition for construct-ing the theory of moral education and it decides,to a certain extent,the theory's goal,function,content,discourse,and methods of impartment. Different humanity presuppositions in Chinese and Western theories lead to different ap-proaches and value orientations in moral education. The Western'theory of humanity'differentiates'human beings'from the'God';Western moral education stresses the pursuit of the'transcendent''ideal personality'in'volun-tary'and'natural'manners. The Chinese'theory of humanity',on the other hand,differentiates'human beings'from'beasts'. Chinese moral education stresses the pursuit of the'saint-like''ideal personality'through'self-consciousness'and'self-discipline'.

关 键 词：中西方 道德教育 人性预设 比较 

分 类 号：G416[文化科学—教育学]