实践哲学中的自然、习惯与理性——亚里士多德论品德培养机制  

Nature,Habit and Reason in Practical Philosophy:On Aristotle’s Moral Cultivation

作　　者：李涛[1] LI Tao

机构地区：[1]中国社会科学院大学哲学院,北京102488

出　　处：《华东师范大学学报（哲学社会科学版）》2023年第1期79-88,204,共11页Journal of East China Normal University（Humanities and Social Sciences）

基　　金：教育部哲学社会科学研究后期资助项目“《尼各马可伦理学》的翻译与注疏研究”(项目编号:20JHQ026)。

摘　　要：关于如何培养品德或美德的问题,在古希腊文献中有丰富多样的讨论,最终亚里士多德的实践哲学全面回答了这个问题。关于亚里士多德的品德培养机制,存在机械论与发展论两种解释模式的争论。一个更完整的发展论的解释,可以揭示这一伦理学理论背后的潜能—运动—成全框架的形而上学基础,分析其中自然作为潜能、习惯使之成型和理性使得完善的发生机制;并将重点放在自然之潜能、自然与习惯的生长和协调、习惯与理性的生长和协调这三个阶段。通过对实践哲学中这三个因素的分析,也将清楚地展现关乎伦理的自然美德、习惯美德与完善美德的培养阶段。这样一种道德教育理念,与中国儒家《三字经》中强调性、习、教的教育观也有相似之处。In regard to the issue of how to cultivate virtue or morality, there’s a lot of discussion in ancient Greek texts as well as a comprehensive answer in Aristotle’s practical philosophy. There are two kinds of interpretation about Aristotle’s moral cultivation:the mechanistic theory and the developmental theory. This paper provides a more complete theory of development so as to reveal the metaphysical foundation of the potential-movement-actuality framework behind this ethical theory and analyze its corresponding mechanism of nature-habit-reason. The emphasis is placed on three stages: the potential of nature, the growth and harmony of nature and habit, and the growth and harmony of habit and reason. The analysis will also clearly show the ethical cultivation stages of natural virtue,habitual virtue and perfect virtue. Such an idea of moral education has something in common with the educational concept of emphasizing nature,habit and teaching in the Confucian Three Characters Classic.

关 键 词：实践哲学 品德培养 自然 习惯 理性 

分 类 号：B82-02[哲学宗教—伦理学]