摘要
将道德规范看成一种外在于个体生活本身的绝对命令,虽然有其哲学与社会学背景,但在理论与实践上都面临着很大的困难。理论上,这种道德理论否定了道德规范的社会建构性质,割裂了道德与生活、幸福、权利等价值的关系,否定了道德实践中人与情境的价值,将道德实践过程理解成了一种依法则行事的理性或强制过程。在实践中,它导致我们片面强化教师和学校的作用,忽视儿童自身的需要、权利和意愿,以不道德的方式强加道德说教与道德惩戒,甚至使道德成为某些人控制其他人的精神枷锁,引发激烈的道德冲突和社会震荡。事实上,道德规范始终是情境依赖而不是情境独立的,在道德教育中我们始终不能没有善念,而且始终不能放弃在道德规范面前的自主性。由此可见,为道德而道德是错误的,人或许不是万物的尺度,但至少在某种意义上是道德规范和道德教育的尺度。
Kant and Durkheim take moral norms as categorical imperatives outside of personal life it self, which confronts enormous difficulty both in theory and practice despite its background in philosophy and sociology. Theoretically speaking, this moral theory has denied the social construction of moral norms, isolated morality from values like life, happiness and rights, denied the value of men and contexts in moral practice, and taken the process of moral practice as a rational or coercive process by principles. In practice, it has caused a series of aftermaths such as unilaterally strengthening the role of teacher and school, neglecting the needs, rights and intentions of children themselves, imposing moral sermons and punishment in immoral manners, and even making morals spiritual chains of others, and thus bringing on furious moral conflicts and social shocks. Actually. moral norms are always context dependent, rather than context-independent. We must hold goodwill in moral education, and can never give up the autonomy before moral norms. Therefore, it is wrong to be moral for the sake of moral. Men may be not the meas- ure of everything on earth, but at least it is the measure of moral norms and moral education in some sense.
出处
《教育学报》
CSSCI
北大核心
2009年第6期3-9,共7页
Journal of Educational Studies
