康德道德教育思想的四个来源  

Four Origins of Kant’s Theory of Moral Education

作　　者：袁辉[1] YUAN Hui(School of Philosophy,Huazhong University of Science and Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学哲学学院,武汉430074

出　　处：《教育学报》2024年第3期17-29,共13页Journal of Educational Studies

基　　金：华中科技大学自主创新文科项目“康德法哲学的伦理学基础研究”(2021WKYXQN052);华中科技大学研究生教研项目“德国研讨课(Seminar)教学法的引进与改良”。

摘　　要：康德是教育学史上承前启后的思想家,道德教育构成了他教育思想的核心。现有研究对其道德教育思想做了较为深入的探讨,但对其起源没有给予足够的重视,这导致人们不仅忽略了其独特的原则,还误解了其基本的方法。对相关思想史和文本的考察可以发现,卢梭的自然教育理论影响了康德旨在消极保护道德禀赋的道德训诫原则;康德自己的自然目的论则奠定了旨在积极发展道德禀赋的道德培养原则;巴泽多的教育心理学和博克的问答教学法则带来了两种分别与以上两种原则对应的道德教育方法,即榜样教学法和苏格拉底对话法。洛克的教育学、鲍姆加登的伦理学也为康德提供了一定的启发。因此,康德的道德教育思想是启蒙时代教育思想的结晶。Immanuel Kant is an important thinker in the history of pedagogy,and moral education is the core of his pedagogy.Although the researchers so far have made rich studies into his thought,they didn’t pay enough attention to its origins;as a result,they not only misunderstand his main principles,but also ignore his basic methods.Examining relevant texts and history,we can find four main sources of Kant’s moral education:at first,Rousseau’s theory of natural education,which constituted Kant’s principle of Discipline protecting the moral predisposition;secondly,the natural teleology of Kant himself,which grounded his principle of Cultivation developing this predisposition;the third and fourth sources refer to Basedow’s educational psychology and Bock’s catechetic method,which representatively provide two methods of moral education,i.e.,the role-model teaching method and the Socratic method.Lock’s education theory and Baumgarten’s ethic also influenced Kant indirectly.Kant’s theory of moral education is therefore the crystallization of the enlightenment movement.

关 键 词：康德 道德教育 培养 训诫 榜样教育 苏格拉底对话法 

分 类 号：G40[文化科学—教育学原理]