摘要
霍耐特承认道德观从个体道德社会化实践的内在需求这一历史起点出发,中经承认与蔑视关系、蔑视与反抗关系,交织三种承认形式(爱、法权、团结)和三种蔑视形式(强暴、剥夺权利、侮辱),糅合三种实践的自我关系(自信、自尊、自豪),最后以主体的自我同一性和人格完整性为逻辑终点。霍耐特承认道德观能够激发高职院校道德教化客体主体性,完善高职院校道德教化的内容,其重视主体间性的特征也有助于克服高职大学生道德主体过分的利己主义倾向。
Axel Honneth＇s view on recognized moralitystarts from the historical point of departure, the inherent demand of the individual practice of moral socialization. Through the relationship between recognition and contempt, the relationship between defiance and resistance, by three types of recognition forms （love, right, unity） and three types of contemption forms （rape, deprivation of rights, insult）, which combines three types of practical self-relations （self-confidence, self-esteem, pride） separately, and finally to self-identity and the integrity of the subject for the logical outcome. Axel Honneth＇s view on recognized morality can stimulate the subjectivity of the object of moral education and improve the vocational education institutions and moral content in Higher Vocational Schools. It emphasizes on inter-subjectivity to help vocational students to overcome the main tendency of excessive egoism.
出处
《集宁师专学报》
2009年第3期73-77,共5页
Journal of Jining Teachers College
关键词
霍耐特承认道德观
道德社会化
高职大学生
Axel Honneth＇s view on recognized morality
moral socialization
the studentsof vocational college
