效用优先与道德自主——R.M.黑尔道德教育观辩证  

The Priority of Utility and Moral Autonomy——The Dialectic of R.M.Hare's View of Moral Education

作　　者：贾佳[1] JIA Jia(Yangzhou University,Yangzhou 225002,Jiangsu,China)

机构地区：[1]扬州大学社会发展学院,江苏扬州225002

出　　处：《扬州大学学报（高教研究版）》2021年第6期44-54,共11页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：国家社科基金后期项目“‘休谟问题’与元伦理学的出路——黑尔伦理思想研究”(18FZX026);扬州大学教改项目“哲学学科教学中大学生核心素养发展研究”(YZUJX2018-27B)。

摘　　要：R.M.黑尔基于其道德哲学思想发展了自己的道德教育理论。他要求道德教育中,教授的道德原则具有可普遍化的形式与功利主义的实质,道德教育的最终目的则是实现受教育者的道德自主。但如果将功利主义的效用原则视作道德教育的指导性原则,却有可能在多方面影响受教育者道德自主的实现,并会导致教育资源分配不公与道德上的权威主义。因此,必须认真分析黑尔道德哲学中形式与内容之间的关系及存在的矛盾,才有可能化解黑尔道德教育理论的内在问题,使其成为我国当代道德文明建设的重要理论资源之一。On the basis of his moral philosophy,R.M.Hare developed his own moral education theory,which requires that the moral principles instructed could be generalized in form and have the essence of utilitarianism while the ultimate goal of moral education is the moral autonomy of the educated.However,if the utility principle is regarded as the guideline of moral education,it may affect the accomplishment of moral autonomy of the educated in many aspects,and lead to unfair distribution of educational resources and moral authoritarianism.Therefore,it is necessary to analyze the relationship as well as conflict between the form and content of Hare's moral philosophy,so as to resolve the inner issues of his moral educational theory,and make it one of the important theoretical resources for our modern construction of moral civilization.

关 键 词：道德教育 功利主义 道德自律 道德灌输 

分 类 号：G41[文化科学—教育学]