身体关怀视角下合乎道德性的学校德育建构  

Moral Construction in School from the Perspective of Physical Caring

作　　者：王苇琪 叶飞[1] WANG Weiqi;Ye Fei(Institute of Moral Education, Nanjing Normal University, Nanjing, Jiangsu, 210097, P.R.China)

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《广东第二师范学院学报》2020年第4期1-7,共7页Journal of Guangdong University of Education

基　　金：国家社会科学基金教育学重大课题“教材建设中创新性发展中华优秀传统文化研究”(VFA180003)。

摘　　要：尽管身体价值因全面发展的教育理念而在一定程度上受到关注,但在德育中学生身体仍处于一种困顿状态,主要表现为身体的道德认知能力被误解,身体德性被忽视以及身体受到规则的过度控制;据此,德育的道德性随之消解。身体关怀是重新落实德育道德性的对症之策,其要求学校尊重学生的完整生命意义,维护学生作为德育主体的尊严并守护其成长为道德主体;并且基于身体关怀的德育实践,强调让德育主体在具身交互中生成德育对话,同时让学生以行动者的身份从切身实践中获取主动道德经验。Although the value of the body has been concerned to some extent due to the educational concept of all-round development,the body of middle school students in moral education is still in a state of distress,which is mainly manifested in the misunderstanding of the moral cognitive ability of the body,the neglect of the morality and the excessive control of the body by the rules.Accordingly,the moral nature of moral education is eliminated.Physical care is a new approach to moral education,which requires schools to respect studentscomplete meaning of life,maintain their dignity as moral subjects and guard their growth as moral subjects.The practice of moral education based on physical caring emphasizes the creation of moral dialogue among moral subjects in physical interaction.At the same time,students can gain active moral experience from personal practice as actors.

关 键 词：身体 关怀 道德性 学校德育 

分 类 号：G41[文化科学—教育学]