经典自律理论对新时代学校德育转型的启示  

Study on the Enlightenment of Classical Self-discipline Theory on the Transformation of School Moral Education in the New Era

作　　者：刘长海[1] Liu Changhai

机构地区：[1]华中科技大学,湖北武汉430074

出　　处：《国家教育行政学院学报》2020年第4期12-17,25,共7页Journal of National Academy of Education Administration

基　　金：国家社会科学基金2015年度教育学一般课题(BEA150068)。

摘　　要：康德自律论向往至善,要求人无条件地服从绝对律令,低估个体实现道德自律的难度。皮亚杰自律论推崇建构,期望人们基于平等协商自主制定、自觉遵守道德准则,个体在内外在因素的共同作用下逐步从他律走向自律。康德自律论对于突破宗教束缚而言具有历史进步意义,皮亚杰自律论则为实现自律理想提供了现实通道。当前,中国社会道德体系逐步从他律走向自律,培养道德自律成为学校德育的时代使命。新时代学校德育要认清障碍,全面反思学校德育的他律传统及其当代遗存;澄清观念,在社会成员基于平等协商自主制定和遵守规则的意义上定位自律;遵循规律,构建以培养自律为宗旨的学校德育方法体系。Kant’s theory of self-discipline yearns for the supreme good,requires human beings to obey absolute decrees unconditionally,and underestimates the difficulty of individual’s realization of moral selfdiscipline.Piaget’s theory of self-discipline advocates construction and expects people to make and abide by moral standards on the basis of equal consultation,and individuals will gradually move from heteronomy to self-discipline under the joint action of internal and external factors.Kant’s theory of self-discipline is of historical significance for breaking down religious shackles,while Piaget’s theory of self-discipline provides a practical channel for realizing the ideal of self-discipline.At present,China’s social moral system is gradually moving from heteronomy to self-discipline.It is the era mission of school moral education to cultivate moral self-discipline.The new era of school moral education requires recognition of the obstacles and reflection on the tradition of heteronomy and its contemporary remains;clarify the concept and position self-discipline in the sense that members of society independently formulate and abide by rules based on equal consultation;follow the law and build a moral education method system with the purpose of training self-discipline.

关 键 词：自律 康德 皮亚杰 公民道德 学校德育 

分 类 号：G410[文化科学—教育学]