道德体验论

【作者】 刘惊铎；

【导师】 朱小蔓；

【作者基本信息】 南京师范大学 ， 教育学原理， 2002， 博士

【摘要】 “体验”是人类生存的基本方式，具有道德教育价值。本文从思考我国当代学校道德教育的现实问题出发，从生存实践的视界试图探讨体验是道德教育的本体。 在考察当代人生存实践状况，纵横比较中西方文化中体验范式的基础上，揭示出体验是一种“图景思维活动”；揭示出道德体验是一种含有价值判断的关系融通性体验，主要存在“亲验”和“想验”两种方式。人在进行价值判断时应有“道德智慧”，从“三重生态”的视界去观照。道德是一种境界性存在；个体人的道德境界可类分为七种：“生态体验”是一种臻于圆熟的道德境界。 在调查、访谈、实验和典型案例分析的基础上，对道德教育的一些问题进行哲学思考。重点探讨了道德体验的发生、表达与评价、道德体验教育的类型等。其中，主要揭示出道德体验的诱发和唤醒、原始发生是处在不同的“道德体验场”中；道德体验的表达主要存在于语言与形体之中；道德体验的评价方式主要有“表达评价法”、“档案袋评价法”和“苏格拉底研讨法”等；道德体验教育的特征主要具有生活性、开放性和践履性；道德体验教育的实践环节主要有生活阅历、理解、表达、共鸣、唤醒、领悟等；道德体验教育的类型主要分为生活、学校教育和自然之境中的道德体验。更多还原

【Abstract】 Experience is a basic way of existence, which carries the value of moral education. This paper, proceeding from considering issues of moral education in contemporary Chinese schools, preliminarily explores that experience is the noumenon of moral education from the perspective of existence practice.On the foundation of considering the living situation of modern people and comparing the modes of experience between western and Chinese culture, the paper argues that experience is a kind of picture-like thinking activity; and that moral experience is the one that stresses the comprehension of relationship involving value judgments, which is embodied in two behaviors: experiencing pejsonally and experiencing others’ by means of imagination. When judging values, man should have ’ecological wisdom’ and examine them with the view of triple-ecology. Contemporary Chinese morals can be categorized into seven levels, among which ecological experience is a most mature one.Based.on the investigations, interviews, experiments and analysis of typical cases, this paper discusses some issues about moral education with philosophical consideration, focusing on the occurrence, embodiment and evaluation of moral experience and the types of its education. This paper reveals that induction of moral experience and its original occurrence are on different fields of moral experiences, that embodiment of it exists in both language and body, and that evaluation of it is ’embodiment’, ’filing cabinet’, and ’Scrotestic study’. This paper also explores that the characteristics of moral experience education are liveliness, openness, and personal attendance, that practical links of it are life experiences, understanding, embodiment,sympathetic response, awakening, and comprehension, and that types of this,education include life, chool and nature.更多还原