教育善的求索:实然与应然  

Pursuit of Educational Kindness: to Be and Ought to Be

作　　者：刘云林[1] 

机构地区：[1]南京师范大学公共管理学院,江苏南京210097

出　　处：《教育理论与实践》2003年第5期15-17,共3页Theory and Practice of Education

基　　金：全国教育科学"十五"规划课题"当代中国教育伦理学研究"(批准号:FAB011008)研究成果之一。

摘　　要：教育伦理学作为一门求索教育善的真谛及其实现的学问,在当今中国社会转型和教育改革的宏观背景下,其研究必须注意以下方面:在教育伦理的规范建设中,不仅要设定教育者行为之应然,而且要昭明这种应然之内在依据;在教育伦理的目标设定上,既要坚持主导道德的一元性,又要承认多元道德取向的现实合理性;在教育伦理的功能向度上,不仅要注重贬抑教育行为之“恶”,又应褒扬教育行为之“善”;在教育伦理的价值追求上,不仅应研究个体如何致善,而且要关注社会善的实现。相信对这一系列问题的切实关注和有效解决,将有利于提升教育伦理学的学科价值。Against the background of social l transformation and educational reform in China, our research of educational ethics, a subject of pursuing and realizing educational kindness, should pay attention to the following aspects. In the construction of educational ethics, we must not only determine what educators should do, but also demonstrate why they should do so. In defining the aims of the educational ethics, we must stick to the unified morality and acknowledge the rationality of multi-morality as well. In giving play to the function of educational ethics, we should depreciate the bad educational behavior but appreciate the good. In the pursuit of value of educational ethics, we should not only study how a person can become a good one, but also show concern to the realization of social kindness. If we can pay attention to and solve these problems effectively, the value of educational ethics as a subject will be greatly raised.

关 键 词：教育善 应然 实然 教育伦理学 

分 类 号：G40-059.1[文化科学—教育学原理]