意志自律与道德榜样:康德道德教育学的义理阐释  

Autonomy of Will and Moral Exemplars:An Interpretation of Kant’s Moral Pedagogy

作　　者：朱毅 Zhu Yi(School of Politics&Public Administration,Soochow University,Suzhou,China)

机构地区：[1]苏州大学政治与公共管理学院哲学系,江苏苏州215123

出　　处：《社会科学论坛》2022年第3期144-152,共9页Tribune of Social Sciences

基　　金：江苏高校社会科学研究一般项目《康德早期伦理思想及发展问题研究》阶段性成果,项目编号:2020SJA1341。

摘　　要：一般而言,康德道德教育论作为“道德人类学”的研究范畴,属于“纯粹实践理性的方法论”,致力探讨人的自然人性如何通过道德教育的实践,最终塑成自由而良善的道德人格。总体上看,康德道德教育论充分秉承其伦理学研究的相关内容,一方面坚持强化和培养孩童意志自律的能力,力图化解教育实践中“强制”与“自由”之间不可调和的辩证矛盾;另一方面批判性地反思“道德榜样”的存在根据及其理论限度,有条件地承认和肯定了“道德榜样”对孩童义务意识形成起到的积极推动作用。Generally speaking, as a research category of “moral anthropology”, Kant’s theory of moral pedagogy belongs to the “methodology of pure practical reason”, which is devoted to exploring how human nature be shaped to be the free moral personality through the practical process of moral education. On the whole, Kant’s moral pedagogy theory fully inherits the relevant content of his ethical views. On the one hand, it insists on strengthening the formation of children’s autonomy of will and strives to resolve the irreconcilable dialectical contradiction between compulsion and freedom in education;on the other hand, it critically reflects on the existence basis and theoretical limits of “moral exemplars”, accepts and affirms the positive role of moral exemplars in the formation of children’s consciousness of obligation conditionally.

关 键 词：道德教育 义务 强制 自由 道德榜样 

分 类 号：G40-02[文化科学—教育学原理]