马克思恩格斯道德教育思想研究

【作者】 高凤敏；

【导师】 李爱华；

【作者基本信息】 山东师范大学 ， 马克思主义基本原理， 2012， 博士

【摘要】 马克思与恩格斯不是专门的教育理论家，也未形成专门的道德教育专著，但在长期的革命实践和理论工作中，他们十分关注道德教育工作，并把它同唯物史观的创立及其无产阶级解放学说紧密地联系在一起，在他们的论著中有很多非常深刻和重要的关于道德、教育的论述，体现了他们丰富的道德教育意蕴。当前，我国正在进入改革开放的关键时期，面临的国际国内环境更为复杂，社会思潮更为纷繁多样，道德评价标准更为多元，部分社会成员理想信念模糊，对马克思主义认识不够清晰，各种不道德现象屡有发生，我国的道德教育状况面临着严峻挑战。因此，此时总结马克思恩格斯道德教育思想，不仅是必要的，而且具有重要的理论价值和现实意义。马克思恩格斯道德教育思想的产生有其特有的时代背景和理论渊源。首先，马克思恩格斯道德教育思想是欧洲资本主义发展与社会变革的产物，正是资本主义制度发展过程中社会矛盾的凸显，无产阶级在这种社会冲突中由自发走向自觉，“天赋人权、自由、平等、博爱”等道德原则的虚假性以及引发的社会道德悖论等时代原因促使马克思和恩格斯展开对道德教育的思考。其次，马克思恩格斯道德教育思想的产生是从古希腊到近代欧洲自由人文传统下道德教育思想发展的逻辑必然。古希腊罗马时期崇尚自由的人文道德教育，中世纪封建时期秉持“忠诚”的信仰教育，近代资本主义时期尊重个体价值的人本教育，尤其是18世纪法国唯物主义、19世纪英法两国的空想社会主义、19世纪德国古典哲学及古典政治经济学中关于道德及道德教育的思想构成了马克思恩格斯道德教育思想的理论背景。马克思恩格斯道德教育思想的形成与发展经历了一个历史过程，并在这一过程中形成了自己的鲜明特色。马克思恩格斯道德教育思想的理路可以划分为四个时期：第一个时期是马克思恩格斯早期道德教育思想的孕育时期，这一时期又包括童年与中学时期道德理想的萌发与理性意志自由视野下的道德批判两个阶段；第二个时期是马克思恩格斯人本唯物主义道德教育思想的形成时期，这一时期随着马克思恩格斯对道德的认识逐渐深入，逐渐确立起道德教育追求自由和人类解放的价值目标；第三个时期是马克思恩格斯历史唯物主义道德教育思想的确立时期，这一时期马克思恩格斯完成了其道德教育思想历史唯物主义理论基础的转变，标志着马克思恩格斯道德教育思想的创立；第四个时期是伴随着历史唯物主义的进一步深化和国际无产阶级运动的展开,马克思恩格斯道德教育思想进入了深化与发展阶段。在这一过程中马克思恩格斯道德教育思想显示出它的三个特色：一是注重道德教育在实践基础上科学性和阶级性相统一；二是注重道德教育和思想理论教育相结合；三是注重共产主义理想道德培养与无产阶级现实优良道德培养相结合。马克思和恩格斯对道德教育的必要性、主客体和价值目标进行了分析。进行道德教育是历史唯物主义道德观的必然要求，源于无产阶级自身提升道德和实现解放的现实需要，也是实现人的全面而自由的发展的内在要求。道德教育的出发点（主客体）是“现实的个人”，这种“现实的个人”是有生命的自然的个人，处于一定的社会关系和历史条件下的人，有着自主意识并改造对象世界的人，在阶级社会中，“现实的个人”主要表现为“阶级的个人”。马克思和恩格斯认为，道德教育的现实主体有无产阶级的群众或政党组织、无产阶级的理论家和活动家以及无产阶级群众和个人三种类型；道德教育活动的现实客体（对象）是包括无产阶级群众及先进分子，小资产阶级、农民等被统治阶级在内的广大人民群众。此外，儿童和少年也是道德教育的主要对象。道德教育的最高价值目标是为了“每一个个人的全面而自由的发展”。这一价值目标首先是指个人的全面发展，其次是指个人的自由发展，最后是指“每一个个人”全面而自由发展，体现了一种社会解放与个人解放相统一、追求个人发展与社会进步相一致的价值意蕴。马克思和恩格斯对进行道德教育的主要内容进行了论述。在“每一个个人的全面而自由的发展”的价值目标引领下，从“现实的个人”出发，马克思和恩格斯批判了旧的封建道德对人的轻视和蔑视、宗教道德对人的肉体和精神的摧残以及资本主义制度及其道德的虚假性，并在此基础上提出道德教育的核心内容是倡导无产阶级和共产主义的新道德。主要包括：肯定无产阶级智力和道德上的优势、教育无产阶级养成自觉的阶级意识、确立个人与集体相统一的道德原则、倡导无产阶级的国际主义联合精神、加强革命的组织纪律教育维护团结等，此外，马克思和恩格斯还阐明了无产阶级的道德规范和要求，提出了处理人际关系的一些基本道德准则、对爱情、婚姻、家庭、友情、职业等不同领域提出了具体的道德要求。马克思和恩格斯对道德教育的原则和方式进行了探索。在原则上，他们提出了反对进行空洞的道德说教、道德教育根本途径是实践、坚持以科学的理论说服人、坚持教育与自我教育结合、道德教育是一个长期过程等道德教育原则。在方式上，他们提出要在批判错误思潮中进行道德教育；通过无产阶级政党和组织进行道德教育；创立和争取报刊成为进行道德教育的前沿阵地；通过写作与宣传著作进行道德教育；树立榜样典型进行道德教育；通过通信和演讲等多种灵活方式进行道德教育。马克思恩格斯道德教育思想的实质是无产阶级的道德教育思想，即以历史唯物主义为基础，从“现实的个人”（主要是无产阶级）出发，以“每一个个人的全面而自由的发展”的价值目标为引领，在为实现无产阶级和全人类解放的革命实践中实现批判旧道德和倡导无产阶级新道德的统一，最终达到塑造全面而自由发展的理想人格以及和谐平等的社会状态的目的。进入21世纪以来，伴随着改革开放的深入展开，我国的道德教育和道德建设面临着严峻挑战，马克思恩格斯道德教育思想为我们提供了若干现实启示：在道德教育过程中，一是要始终坚持马克思主义信仰教育；二是始终坚持人的全面而自由的发展；三是要尊重个人的主体性和个体性；四是要不断丰富拓展内容和方法；五是要重点对党员干部和青少年进行道德教育。最后，文章落脚于道德教育要坚持以共产主义为价值引领，以发展着的马克思主义特别是社会主义核心价值体系来引领民众在进行社会主义建设的过程中形成正确的世界观、人生观、价值观，从而实现道德教育实践活动的科学发展。更多还原

【Abstract】 Marx and Engels were not the special education theoretician and they had nospecial monographs of moral education，but in the long years of revolution practiceand theoretical working, they paid much attention to moral education work, and put itwith the establishment of the historical materialism, the political struggle andproletarian revolutionary theory closely together. There were much profound andimportant discuss about ethical and education, which embodied their abundant moraleducational meaning. At present, our country is in the key period of reform andopening up, faced with the more complex domestic and international environmentwith social ideological trend and ideological condition becoming more diverse. Socialmembers’ideal faith become fuzzy, the challenges Marxist faced become moreserious and all kinds of immoral phenomenon sometimes occur. Our moral educationsituations face the serious challenges. Therefore, not only is necessary to make asummary of Marx and Engels moral education thought but also but also has theimportant academic value and practical significance.Moral education thought of Marx and Engels had its unique background andorigin. First of all, moral education thought of Marx and Engels was the product ofthe capitalist and social change .it was the social contradiction highlight in the processof capitalist development .The proletariat in this social conflict step from spontaneousto conscious. The moral principles of For human rights, liberty, equality andfraternity , initiated the falsity of the social moral paradoxes .All the age reasonscaused Marx and Engels’thinking of moral education. Second, the moral educationthought of Marx and Engels was the inevitable logic result of the traditional moraleducation thought of free humanity from ancient Greece to modern Europe. The moraleducation of free humanity in Ancient Greek and Roman periods, the loyalty faitheducation in the Medieval period of Feudalism, the respecting personal value inModern capitalism，especially the 18th century’s French materialism, the 19thcentury’s England and France’s utopian socialism and 19century’s German classicphilosophy and classical political economics thought about the morality and moraleducation of provided direct theoretical sources.Marx and Engels’s moral education thought has its history process of formationand development, in which formed its own distinct features. Moral education thoughtlogic of Marx and Engels can be divided into four phases: the first period is the germination and pregnant period of moral education idealism, a period of childhoodand the middle school including the two stage of germination period of moral idealand moral critical period under the rational perspective will freedom. The secondperiod is the transition period by the humanistic materialism to historical materialismof moral education thought, in which Marx and Engels gradually established thesubject and object and the value goal of moral education thought as theirunderstanding of morality went deeply. The third period is the period in which moraleducation thought was grounded on the historical material, which marked thefoundation of the moral education thought of Marx and Engels; the fourth period isthe deepening and developing stage of moral education as historical material andinternational proletarian movement started. In the process, the moral educationthought of Marx and Engels showed its three features: The first is paying attention tothe unity of scientific and class on the basic of practice. The second is payingattention to the combination of moral education and education of ideological theory.The moral education was mainly through a kind of ideological and theoreticaleducation to achieve. The third is paying attention to the excellent combination of thecommunist ideal moral cultivation and the proletariat real moral cultivation.Marx and Engels discussed the subject, object and the value goal of the moraleducation. The start of moral education was the realistic individual . It had thenatural personal life, was in a certain social relations and historical conditions, had theindependent consciousness and can reform the world, and in the real world, the realindividual was the individual of class. In the real life, it had the three kinds of subject,which is the proletariat masses or political party organization, the proletariat theoristsand activists and the proletariat masses and individuals. The object of moral educationactivities is the proletariat masses and advanced molecules, the petty bourgeoisie andthe farmers. In addition, the children and young is also the main object of moraleducation activities. The highest goal of moral education activity was to everypersonal comprehensive and free development . The value target first refers to theoverall development of the individual, the second is to point to the liberty of theindividual development, and finally refers to every individual comprehensive andfree development, which reflected a kind of social liberation with individual liberationunified, and intrinsic value of the quest for the consistent personal development andsocial progress.Marx and Engels discussed the main content of Marx and Engels. Led by the highest value of every personal comprehensive and free development value goal,Marx and Engels started from realistic individual , criticized the contempt and thecontempt of the old feudal moral to the people, criticized the destruction andhypocrisy to the people of the religious moral, and criticized the capitalist system andits moral falsity. Based on the criticism, Marx and Engels put forward thecore-content of moral education, which was advocating the new proletariat and thecommunist ethics. It mainly included 6 aspects as follows:(1)Affirmed the proletariatintelligence and moral advantage;(2)Educated the proletariat to cultivate moralconsciousness;(3)Established the ethical principle of the unification of individual andcollective;(4)advocated the proletarian internationalism spirit;(5)strengthened the jointof organization and discipline education to maintain the revolutionary unity.(6)Inaddition, Marx and Engels also illustrated the proletariat moral standards andrequirements, put forward some basic interpersonal moral standards.Besides, they putforward some specific moral requirement in different fields such as love, marriage,family, friendship, occupation and so on.Marx and Engels explored some moral education principle and method. Inprinciple, they put forward some principles:(1)be against the moral dogma onempty;(2)the moral education basic way was practice;(3)adhered to the scientifictheory to convince people;(4)adhered to the combination of Education and selfeducation;(5)to be sure that moral education is a long-term process of moral principles.In the method, they offered some methods to the moral education:(1)educated thepeople through Criticizing the error trend;(2)educated the people through Creatingand participating in the party of the proletariat;(3)Created and fought for newspapersto become the forefront of publicity for moral;(4)Educate the people through thewriting and propaganda work;(5)Set the example typical;(6)Educated the peoplethrough many kinds flexible method, such communication and making the speech,and so on.The essence of Moral education thought of Marx and Engels was just the moraleducation thought of the proletariat. The moral education of the proletariat is to pointto the realistic individual, that is the proletariat, who started from the social reality ofbeing exploited oppressed, led by the value goal of each individual comprehensiveand free development with scientific understanding on the basis of the historicalmaterialism. It was the unification of criticism on the old ideological andself-education of the proletariat during the theory and practice for the realization of their own and all mankind liberation. And finally it would achieve the idealpersonality goals of the comprehensive and free development shape with equalharmonious social state.In the 21 century, with the deepening of reform and opening up on, our country’smoral education and moral construction faces serious challenges. Thus Moraleducation thought of Marx and Engels provided us a number of realisticenlightenment:(1)the moral education must always adhered to the Marxist faitheducation;(2)it must always adhere to the people’s comprehensive and freedevelopment;(3)it should respect the individual’s subjectivity and individuality;(4)itshould enrich the content and methods;(5)the key is party members and cadres andyouth’s moral education.(6)Finally, the article located in the goal that moral educationshould adhere to communism as the guide, and we should lead the people withdeveloping Marxism, especially the socialist core value system, in the process ofsocialist construction to form the correct world outlook, the outlook on life, the values,so as to realize the scientific development of moral education activities.更多还原