论教育的道德向度  

On the Moral Dimension of Education

作　　者：夏正江 XIA Zhengjiang

机构地区：[1]上海师范大学教育学院,国际与比较教育研究院

出　　处：《上海师范大学学报（哲学社会科学版）》2019年第3期75-87,共13页Journal of Shanghai Normal University(Philosophy & Social Sciences Edition)

基　　金：国家社科基金"十二五"规划2013年度教育学一般课题"教师实践智慧的生长逻辑探析"(BAA130009)

摘　　要：作为一个规范性概念,"教育"必然包含道德的意图或目的;教育的内容必须能对学生的人格发展或社会进步施加有益的影响;教育的方式、方法必须具有道德上的可接受性。从根本上讲,教育是一项道德的事业。为了论证这一命题,首先,阐述了教师职业的内在价值及尊严,分析了现代教育的价值追求及其异化现象;其次,探讨了学科的育人价值、各种课程知识的比较价值,以及课程知识与意识形态的关系;最后,选取"理智的诚实与自由""尊重与关爱""平等与公平"三个范畴,阐述了教育过程与方法的道德属性。分析表明,"教育"概念本质上是一个道德的概念,教育实践本质上是一种道德实践。离开了道德的向度,教育将丧失目标与方向,并失去自身存在的意义。As a normative concept,“education” must contain the intention or purpose of morality;the content of education must have a beneficial effect on the students’ personality development or social progress;the way of education must be morally acceptable. Fundamentally, education is a moral undertaking. In order to demonstrate this proposition, the paper firstly expounds the intrinsic value and dignity of the teacher profession, analyzes the value pursuit of modern education and its alienation phenomenon. Then, the paper discusses the educational value of each subject and the comparative value of various curriculum knowledge, and the relationship between curriculum knowledge and ideology. Finally, the paper expounds the ethical attributes of educational process and method from the three perspectives of “intellectual honesty and freedom”,“respect and care”,“equality and fairness”. The findings hold that educational practice is essentially a moral practice. Without this dimension, education will lose its goals and direction, and become meaningless.

关 键 词：教师职业与教育目的 课程与教材内容 教育过程与方法 道德向度 

分 类 号：G40[文化科学—教育学原理]