道德和知识的分域——中国教育传统的一个问题分析  

The Division of Morality and Knowledge: An Analysis of Chinese Educational Tradition

作　　者：徐卫红[1] Xu Weihong(Educational Theory of National Institute of Education Sciences)

机构地区：[1]中国教育科学研究院教育理论研究所

出　　处：《教育史研究》2020年第2期28-42,共15页Educational History Studies

基　　金：中国教育科学研究院基本科研业务费专项资金项目“当代教育观念的中国传统来源考察”(GYI2019012)。

摘　　要：在中国教育传统中,存在着道德与知识界限不明的特征,这容易混淆主观标准与客观标准;重主观知识而轻客观知识;在“内圣外王”的路径理想上重“内圣”而无法实现“外王”,造成“内圣”与“外王”的断裂。进入现代社会,客观知识的重要性日益凸显,因此,道德与知识的分域不可避免。由于中国儒家传统依然影响现代中国人的心理模式或生活态度,因而在中国教育传统的现代形式下,道德与知识必然又是分而合的。In Chinese educational tradition,the boundary between morality and knowledge is unclear.But the development of the times,the division of morality and knowledge is becoming more and more obvious.In the Chinese educational tradition,it is easy to confuse the subjective standard and the objective standard,stress more to subjective knowledge than objective knowledge and pay more attention to inner sageness than outer kingness,which leads to the fracture between them.In the modern society,the importance of objective knowledge is increasingly prominent,thus the division of morality and knowledge is inevitable.As the Chinese Confucian tradition still affects the modern Chinese psychological mode or life attitude,under the modern form of Chinese educational tradition,morality and knowledge must be distinguished and integrated.

关 键 词：中国教育 道德 知识 主观知识 客观知识 

分 类 号：G40-09[文化科学—教育学原理]