美国新品格教育的关怀批判——兼论多元化时代德育的三重扩充  

Criticism of New Character Education from Care Ethics in the United States-Also on the Three Expansions of Moral Education in a Diverse Era

作　　者：杨宇轩 柳海民 YANG Yuxuan;LIU Haimin(Faculty of Education,Northeast Normal University,Changchun,130024,China)

机构地区：[1]东北师范大学教育学部,长春130024

出　　处：《全球教育展望》2024年第3期123-132,共10页Global Education

基　　金：北京师范大学中国基础教育质量监测协同创新中心2023年度优势学科培育类课题“优质均衡:基础教育高质量发展的学校变革理论与实践研究”(项目编号:2023-03-001-BZPK01)的研究成果。

摘　　要：20世纪80年代,美国社会产生新品格教育和关怀教育两种不同的道德教育路向。从社会现实来说,二者的产生既有美国社会公信力衰退、家庭教育影响力衰微、个人价值冲突激增等共同动因,也存在批判对象上的差异。新品格教育在继承批判传统品格教育的基础上发展出注重价值观传递、巩固“美德可教”理念、强调社群主义的特征。但关怀伦理对其作出批评并认为,价值观传递会导致品格教育沦为意识形态教育、淹没个人价值、忽视关系性存在;“美德可教”会导致重认知轻情感、重灌输轻渗透的风险;社群主义会排斥他者、导致个人道德分裂。两种路向的道德教育揭示出在多元时代道德教育需在主体发展与社会互动、关系建立与维护和共同体建构三个方面持续扩充。In the 1980s,American society saw the emergence of two different moral education orientations:character education and care ethics education.From the perspective of social reality,both arose from shared motivations including declining social credibility,diminishing influence of family education,and increasing conflicts in personal values.However,there were also differences in their targets of criticism.Character education,building upon the critical tradition of moral education,developed a focus on transmitting values,reinforcing the concept of"teachable virtues",and emphasizing communitarianism.Yet,care ethics criticized it,arguing that value transmission could cause moral education to be ideological,submerging personal values,and neglecting relational existence;"teachable virtues"could risk of prioritizing cognition over emotion,and indoctrination over permeation;and communitarianism could lead to the exclusion of others and lead to moral fragmentation.The moral education orientations of these two paths reveal three expansions in moral education in a pluralistic era,namely,expansion of subject development and social interaction,establishment and maintenance of relationships,and construction of communities.

关 键 词：美国道德教育 品格教育 关怀伦理 德育扩充 

分 类 号：G41[文化科学—教育学] G571.2[文化科学—教育技术学]