从关怀伦理视角论古典儒家的道德教育基础与教师职责——基于儒家义务论与儒家美德伦理学的反思  

The Foundations of Moral Education and the Teacher's Duty in ClassicalConfucianism in the Perspective of Care Ethics: Reflections Basedon Confucian Deontology and Confucian Virtue Ethics

作　　者：李明书 LI Ming-shu(Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学,杭州310058

出　　处：《云南大学学报（社会科学版）》2024年第3期48-55,共8页The Journal of Yunnan University:Social Sciences Edition

基　　金：浙江大学2022年度德育与学生发展研究课题“中华优秀传统文化融入高校日常思政工作研究”(项目号:22dykt10)的阶段性成果。

摘　　要：儒家与西方伦理学的比较自康德义务论至美德论的发展已有一段时间,受到康德义务论与美德论诠释儒家的影响,古典儒家的道德教育基础易于被视为理性的道德原则与美德,而教师的职责即在于教导学生如何实践道德原则与美德。关怀伦理学视角进入儒家研究领域之后,认为道德教育的基础是自然情感的关怀,以关怀为基础,才能真诚地行使道德原则与美德。以关怀伦理视角反思义务论与美德论,可证明古典儒家的道德教育也是以关怀为基础,而教师的职责应是教导学生发挥关怀的情感以从事道德的行为。Since Kantian deontology and virtue ethics,the comparison between Confucianism and the ethics of the West has had a fairly long history.Influenced by the interpretation of Confucianism by Kantian deontology and virtue ethics,the basis of moral education in classical Confucianism is easily seen as rational morals and virtues,while the teacher's duty is to teach students how to practice moral principles and virtues.Care ethics in Confucian studies holds that the basis of moral education lies in the care for natural emotions,and the sincere practice of moral principles and virtues relies on care.The study of deontology and virtue ethics in the perspective of care ethics can reveal that moral education in classical Confucianism is also based on care,while the teacher's duty is to teach students to exercise the emotion of care to engage in moral behavior.

关 键 词：关怀伦理 古典儒家 道德教育 教师 职责 

分 类 号：B21[哲学宗教—中国哲学]