體驗區
|
| 篇名 |
康德道德教育理论中的榜样概念
|
| 並列篇名 |
The Concept of Example in Kant’s Theory of Moral Education
|
| 作者 |
刘凤娟(LIU Feng-juan)
|
| 中文摘要 |
学界对康德道德教育中的经验性榜样有较多研究，而对纯粹榜样的关注较少。但这两种榜样概念都构成其道德教育理论的不可或缺的要素，并且两者之间具有统一性。经验性榜样发挥作用的方式是由外而内的，并且超出了个体的局限性。其教育意义不在于直接使人们效仿，而在于鼓励，使人们看到道德的可行性。纯粹榜样就是纯粹理性之中具有道德上完善性的存在者的理念，其作用方式是由内而外的，通过直击人心而引导其效仿和向善；但这种功能局限于个体自身内。在现实的教育实践中，这两种榜样需要相互协作。这表现在，纯粹榜样充当了经验性榜样的目的，经验性榜样则是纯粹榜样的手段；它们在教育历程中可以达到历史性的统一，共同实现着道德教育中关于人性完善的目标。
|
| 英文摘要 |
There has been more scholarly research on empirical example in Kant’s moral education, and less attention to pure example. However, both concepts of example constitute indispensable elements of his theory of moral education, and there is unity between them. Empirical example works from the outside-in approach and beyond the limitations of the individual. Their educational significance does not lie in direct emulation, but in encouragement, in making people notice the feasibility of morality. A pure example is the idea of amorally perfect being in pure reason, and it works from the inside-out approach, leading people to emulation and perfection by striking at their hearts; but this function is limited to the individual himself. In the real practice of education, these two types of example need to collaborate with each other. This s demonstrated by the fact that pure example serves as the end of empirical ones and empirical examples are the means of pure example; they can achieve historical unity in the educational process and jointly realize the goal of human perfection on the part of moral education.
|
| 頁次 |
015-024
|
| 關鍵詞 |
康德
、道德教育
、榜样
、道德
、Kant
、moral education
、example
、morality
、CSSCI
|
| 卷期 |
18:3
|
| 日期 |
202206
|
| 刊名 |
教育學報
|
| 出版單位 |
北京師範大學
|
| DOI |
10.14082/j.cnki.1673-1298.2022.03.002
|
|
相關文獻 :
客服信箱