摘要
“回归生活世界”是当代人走出唯理性世界困境的普遍追寻,对于道德教育来说同样如此。生活世界是人存在的基本事实,其基本属性是实践性,生活世界是一个具有意义和价值的世界。生活是道德存在的根据,也是道德存在的基本形态,整体性、实践性、生成性是生活世界道德的主要特征。“回归生活世界”的道德教育要走进方方面面的生活、生活的方方面面;道德的学习应当是生活的、实践的,而不能简单归结为知识的、思想的;道德教育要培养的是不断去生成新的道德世界,并不断自我超越的生成性的人。
＂Returning to the world of life＂ is the common pursuit for the people of our time to walk out of the predicament of the world of rationality, so is for moral education. The world of life is the basic fact of human＇s existence with practicality as its fundamental attribute. The world of life is a world of meaning and value. Life is the ground for the existence of morality, as well as the fundamental form of the existence of morality. Entirety, practicality and generativeness are the major characteristics of the morality for the world of life. In this case, moral education of returning to the world of life should go into the life with all aspects and all aspects of life. The learning of morality should be related to life and practice but not simply sum up as something related to knowledge and thoughts. What moral education will cultivate is a productive human who is continuously generating new world of morality and continuously surmounting himself.
出处
《教育研究》
CSSCI
北大核心
2006年第10期3-7,共5页
Educational Research
关键词
生活世界
整体性
实践性
生成性
道德学习
道德教育
world of life, entirety, practicality, generativeness, moral learning, moral education
