好孩子:一个被遗忘的道德之隐忧  

Good Children:A Forgotten Moral Malaise

作　　者：曹永国[1] 

机构地区：[1]苏州大学教育学院

出　　处：《苏州大学学报（教育科学版）》2017年第1期91-99,共9页Journal of Soochow University(Educational Science Edition)

基　　金：国家社科基金教育学一般课题“大学青年教师自我认同的形成机理与推进策略研究”(项目编号:BIA130077)的阶段性研究成果

摘　　要：好孩子再生产了一种可疑的现行教育观念.这种观念通过奖惩机制、荣辱感和理性主义表达了人类生活与内心的一种追求完美、卓越的宏大教育理想和人性理念.好孩子重新诠释了好的行为,即产生了一种道德观念.它使服从权威命令、严格遵守纪律与规范,自我奋斗和自我卓越,追求集体和个人荣誉取代了对行为自身的道德性思考而成为行为的第一要义.好孩子的道德隐忧表现为：道德冷漠和党同伐异,道德盲视与唯权威至上,焦虑性自恋与污名化.基于一种辩证与理性的思考,教育需要发展一种批判性思维和想象式同情,以之来限制和防止这种道德之隐忧.The idea of "good children" produces a doubtable educational idea. This idea indicates a grand and idealistic concept on humanity and education which are sought by human beings through rewards and punishments, glories and shames, and rationality. The concept of good children re-explains what good behaviors mean, so it creates a new moral idea, which makes their obedience to rules, disciplines and authority, pursuit of self-excellence, honors for oneself and the group as the first principle of their behaviors, instead of one person’s moral integrity and conscience. Some moral worries about good children include their moral indifference and intolerance, moral blindness and supremacy of authoritarian, anxious Narcissism and stigmatization. Based on a dialectic thinking, we should develop our children’s critical thinking and train their imaginative sympathy so that we can help to prevent or overcome these moral malaises.

关 键 词：好孩子 服从理性 自恋 想象式同情 批判性思维 

分 类 号：G40-02[文化科学—教育学原理]