当代价值教育方式的反思与重构  

Reflection and Reconstruction of Value Education

作　　者：邓莉[1] 胡金木[2] DENG Li;HU Jin-mu(Department of Philosophy,Party School of the Central Committee of CPC,Beijing 100091;School of Education,Shaanxi Normal University,Xi＇ an 710062,Shaanxi)

机构地区：[1]中共中央党校哲学部,北京100091 [2]陕西师范大学教育学院,陕西西安710062

出　　处：《当代教师教育》2018年第2期11-15,共5页Contemporary Teacher Education

摘　　要：在价值多元化的社会中如何进行价值教育是一个十分复杂的问题。灌输式的价值教育由于不尊重儿童价值学习的主体性而陷入"独断",而澄清式的价值教育由于不承认价值原则、规范的普遍性而落入"虚无"。价值教育陷入了"不道德的""教"与"道德的""不教"的佯谬之中。面对如此难题,哈贝马斯提出的商谈伦理思想不失为一种可能的解决之道。商谈伦理试图融通个体多样化的价值需要与社会普遍化的价值要求之间的阻隔,通过主体间的理性商谈达成价值共识。建基于商谈伦理之上的价值教育以生活世界为根基,遵循交往理性,在平等、自由、开放的语境中达成主体间的相互理解。Value education is rather complicated in a pluralistic society. Indoctrination will lead to dogmatism because of ignoring of students＇ subjectivity. The clarification of value leads to nothingness because of ignoring of the universality of value. Value education falls into the paradox of the immoral teaching and the moral without teaching. Habermas＇ Discourse ethics offers a possible solution to the problem. It tries to bridge the gap between the diversity of individual value and universal value by consensus on value achieved by rational discussion. The value education of discussion ethics is close to reality. It follows rationality of communication,and achieves mutual understanding among subjects in the context of equality,freedom and openness.

关 键 词：价值教育 商谈伦理 价值共识 价值引导 

分 类 号：G521[文化科学—教育学]