道德教育新取向:道德情感的疏通与回应  

New Orientation of Moral Education: Mediation and Response of Moral Emotion

作　　者：郑春燕[1,2] 

机构地区：[1]安徽师范大学马克思主义学院,安徽芜湖241000 [2]阜阳师范学院政法学院,安徽阜阳236000

出　　处：《鲁东大学学报（哲学社会科学版）》2017年第1期91-96,共6页Ludong University Journal:Philosophy and Social Sciences Edition

基　　金：安徽师范大学博士研究生学术科研创新重点项目"法治背景下的道德教育"(2015cxsj079zd);安徽省2016年高校中青年学者国外访学及其研修重点项目"情与理的冲突与融合--法治背景下的道德教育";阜阳师范学院教学改革研究项目"法治背景下的道德教育实效性研究"(2015JYXM41)

摘　　要：在道德教育的实践中,道德教育与情感教育相分离,演化为具体德目的知识传授。道德教育无法回应学生的情感需求,道德实践由于缺乏情感认同而缺乏践行动力,学生知而不行,致使道德教育的效果黯然不彰。在道德实践中其动力来源于道德情感的深厚,关怀伦理学理论认为道德情感有三要素:被爱、爱己、爱人,在这三者内在动态关系中,人从被关爱中成长、在自我价值感中关爱自己、在被关爱和关爱自己中自由关爱别人。基于此学校道德教育必须回应学生道德情感的需求,让学生建立良好的自我价值感,从被爱到爱自己;让学生的道德情感获得疏通,从爱己到爱别人。In the practice of moral education, moral education and emotional education are separated and the former evolves into the impartment of specific moral knowledge. Moral education cannot respond to the students＇ emotional needs, moral practice lacks motivation due to lack of emotional identity and students know it and don＇t behave, which results in the obscure effect of moral education. The force of moral practice comes from the deep moral emotion. The care ethics theory holds that moral emotion has three elements： ＂to be loved＂, ＂to love themselves＂ and ＂to love others＂. In their dynamic relationship, people grow up from being loved, care for themselves in the sense of self-worth and are free to care for others in the course of being loved and caring for themselves. Therefore, school moral education must respond to the needs of students＇ moral emotion and let the Students establish a good sense of self-worth ： change from being loved to loving themselves. Then it must make students＇ moral feelings mediated： change from loving themselves to loving others.

关 键 词：道德教育 关怀伦理学 道德情感 疏通与回应 

分 类 号：G410[文化科学—教育学]