康德道德教育思想中的先验主义与目的论  

Transcendentalism and Teleology in Kant’s Thought of Moral Education

作　　者：罗久 LUO Jiu(Department of Philosophy,Xi’an Jiaotong University,Xi’an 710049,China)

机构地区：[1]西安交通大学人文社会科学学院,西安710049

出　　处：《教育学报》2024年第5期39-51,共13页Journal of Educational Studies

基　　金：国家社科基金一般项目“普莱斯纳哲学人类学思想研究”(24BZX069)。

摘　　要：虽然康德在教育学讲座中对教育和教育之于人的道德发展所具有的重要作用进行了系统考察,但是他的先验主义的自由和道德理论本身似乎没有为通向自由与道德的教育的可能性留下空间。在康德的先验哲学中,道德发展的经验性与道德本身的纯粹性似乎是不能兼容的。不过,康德的道德哲学和教育哲学是在不同的理论范式中发展起来的:前者处于先验主义框架内,而后者则依赖于一种目的论的人性观。在康德那里,道德的自律性和道德意识作为一种理性事实并不意味着道德教育和道德发展是不可能与不必要的。相反,康德对人性的目的论观点恰恰表明,作为人的规定与使命的人性只有通过教育才能获得其合目的的实现。道德的纯粹性与道德教育的经验性能够在康德的目的论框架中兼容。Although Kant systematically investigated the important role of education and education in people’s moral development in his lectures on pedagogy,his transcendental theory of freedom and morality itself did not seem to leave room for the possibility of education leading to freedom and morality.In Kant’s transcendental philosophy,the experience of moral development and the purity of morality itself seem to be incompatible.However,it should be noted that Kant’s moral philosophy and his educational philosophy developed in the same theoretical paradigm:the former is within the framework of transcendentalism,while the latter relies on a teleological view of human nature.In Kant’s view,the existence of moral self-discipline and moral consciousness as a rational fact does not mean that moral education and moral development are impossible and unnecessary.On the contrary,Kant’s teleological view of human nature just shows that human nature,as a regulation and mission of human beings,can only achieve its purpose through education.The purity of morality and the experience of moral education can be compatible in Kant’s teleological framework.

关 键 词：康德 道德教育 人性 先验主义 目的论 

分 类 号：G40-012.9[文化科学—教育学原理]