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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:

期数:

2022年05期

页码:

035-43

栏目:

教育学研究

出版日期:

2022-10-20

文章信息/Info

Title:

Exploring the View on Moral Knowledge in Lu Jie's Theory of Moral Education

作者:

张正江

Author(s):

ZHANG Zhengjiang

关键词:

鲁洁; 德育知识化; 道德知识; 实践性道德知识; 理性道德

Keywords:

Lu Jie;  intellectualization of moral education;  moral knowledge;  practical moral knowledge;  rational morality

摘要:

鲁洁先生对教育外在化和德育知识化进行了严厉批判。鲁洁先生并未从德育知识化的极端走向全盘否定道德知识的另一个极端，而是辩证地认识到，道德知识应从目的回归手段位置，生活才是目的。道德可分为习俗道德和理性道德。培育习俗道德并不需要道德知识去指引，培育理性道德则需要有道德知识的指引。道德知识有两类：第一是理论道德知识，难以引导生活建构；第二是实践性道德知识，属于解释学范畴的理解性知识，包含认知、理解、情感、信念等要素，能够引导道德行为与生活建构。实践性道德知识具有个体性，需要通过对话、交流扩大个体的视域。道德知识的学习应当在生活德育课程的教学过程之中进行，即在关注、反思、建构之中学习。在教学中教师还应力图把实践性道德知识升华为道德真理，引导学生理解道德的本质、规律、意义等，实现道德解放与道德自由。

Abstract:

Despite her severe criticism of the externalization of education（i.e., overemphasizing the instrumental rationality of education）and the intellectualization of moral education（i.e., turning moral education into a knowledge-oriented process), Professor Lu Jie never moved from the extreme of the intellectualization of moral education to the other extreme of the total negation of moral knowledge. Instead, she dialectically realized that moral knowledge should return to its position of the means from being regarded as the end, for life is the real end of moral education. In Lu's theory, morality can be divided into customary morality and rational morality. The cultivation of the customary morality does not require moral knowledge as its guide, while the cultivation of rational morality needs the guidance of moral knowledge. There are two types of moral knowledge: the first is theoretical moral knowledge, and it is hard for it to guide the construction of life; the second is practical moral knowledge, which belongs to the hermeneutic category of epistemic knowledge and contains elements of cognition, understanding, emotion and belief, and can guide moral behavior and the construction of life. Practical moral knowledge is individual in nature and needs to be expanded through dialogue and communication. The learning of moral knowledge should take place in the teaching process of living moral education courses, i.e., in the process of noticing, reflection, and construction. In teaching, teachers should also try to elevate practical moral knowledge to moral truth; guide students to understand the nature, laws, and meaning of morality; and help them achieve moral liberation and moral freedom.

备注/Memo

备注/Memo:

张正江，教育学博士，西南大学教育学部副教授（重庆400715）。
本文系西南大学中央高校基本科研业务费专项资金资助项目“科学的信仰教育基本理论与实践探索”（SWU1909327）的阶段性研究成果。
ZHANG Zhengjiang, PhD in Education, is Associate Professor at Faculty of Education, Southwest University（Chongqing 400715).

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更新日期/Last Update: 2022-10-25