生活德育可以取代知性德育吗?  

Can Life Moral Education Replace Moral Education of Intellectuality?

作　　者：马和民[1] 王德胜[2] 

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

出　　处：《苏州大学学报（教育科学版）》2017年第4期54-62,共9页Journal of Soochow University(Educational Science Edition)

基　　金：国家社科基金项目"基于代际比较视角的当代青少年行为道德的社会学研究"(项目编号:17BSH003)的阶段性研究成果

摘　　要：知性德育在教育实践中存在着抽象化、教条化的弊端,被质疑为脱离生活实践,因而遭到了生活德育论者的猛烈批判。然而,生活德育和知性德育本质上并不存在矛盾和对立的关系,相反它们在"知行合一"的角度恰恰具有互补性。在理论层面,社会生活正是知性德育的生命力所在,知性德育并不存在脱离生活的问题,依然具有其独特的德育价值;而在实践层面,生活德育在促进德育生活化、帮助学生转化道德行为等方面作出了重要贡献。因此,知性德育和生活德育各有其优势和局限,两者融合才能真正促成德育工作的实效。培养有道德智慧的人是两者在教育目的层面上的融合,通过道德事件促进学生道德成长则是两者在教育途径层面上的融合。In the education practice, the traditional moral education of intellectuality has the disadvantages of abstraction and dogma, which was questioned as departing from life practice, and was criticized by the life moral education fiercely. However, in essence, there is no contradiction between moral education of intellectuality and life moral education, and they are complementary at the level of the combination of knowledge and action. In the aspect of cognition, social life is precisely the vitality of moral education of intellectuality, which does not have the problem of departing from life and has its unique value. In the aspect of action, life moral education has made important contributions to make moral education life-oriented and to transfer the moral knowledge to action. As a result, moral education of intellectuality and life moral education both have advantages and disadvantages, and their cooperation can improve practical effect of moral education. The cultivation of people with moral intelligence is their cooperation in terms of educational aim, and promoting students＇ moral growth through moral events is their cooperation in terms of educational approach.

关 键 词：知性德育 生活德育 知行合一 道德智慧 道德事件 

分 类 号：G410[文化科学—教育学]