关于马克思主义道德教育哲学的几个问题  

Issues of Marxist Moral Educational Philosophy

作　　者：宇文利[1] Yuwen Li

机构地区：[1]北京大学马克思主义学院,北京100871

出　　处：《马克思主义理论学科研究》2024年第10期108-117,共10页Studies on Marxist Theory

基　　金：2024年度教育部哲学社会科学重大专项“习近平文化思想融入高校育人体系研究”(2024JZDZ017)阶段性成果。

摘　　要：中西方道德教育在内容、形式、思路和目标上有同有异、同异相参,但最大的殊别莫过于包含着世界观、方法论和价值观等基本思维体系和核心思想原则在内的道德教育哲学的不同。马克思主义道德教育哲学从阶级分析法入手关注道德的本质属性,从生产劳动视角解读道德的起源和发展,在道德革命形式中建立道德批判和道德教育的途径,从人的自由全面发展维度界定道德觉悟的阶段和层次,建立了不同于以往道德教育思想的共产主义道德理论体系,完成了马克思主义对西方传统道德教育哲学的超越和重构。探讨马克思主义道德教育哲学中这几个重要命题,对于更好地认识以马克思主义为指导的社会主义和共产主义道德教育、理解其从理论到实践的建构过程、实现阶段和发展前景具有重要的理论价值和启示意义。The moral education in the east and west varies and differ from each other in content, forms,ideas and purpose. They also share some similarities in some way. However, the cardinal differences between them lie in moral education philosophy including fundamental thinking ways and core principles such as world outlooks, metholodgy and values. Marxist moral education philosophy focus on the nature of morality from class analysis, elucidating the orign and development of morality from the angle of productive labor, establishing the route of moral criticism and education in revolutionary ways, defining the phase and level of moral elevation from the dimision of free and all around development of human beings, thus established communist moral theory different from the previous thoughts and completed the clearing and reconfiguration of western moral philosophy in Marxist way. In this article, I propose to deal with several important questions in Marxist moral educational philosophy, in the purpose of understanding the whole system of it ranging from the theoretical phase to realistic development, in the light of guidance of Marxism.

关 键 词：马克思主义 道德教育哲学 元问题 逻辑范畴 核心议题 

分 类 号：G41[文化科学—教育学]