【作者】 蒙冰峰；

【导师】 廉永杰；

【作者基本信息】 西安理工大学 ， 思想政治教育， 2010， 博士

【摘要】 在通过高扬理性来彰显人的主体性地位的主体性哲学指导下,现代德育理论更加强调教育对象在学习活动中的主体价值和能动作用。基于主体性的道德人格教育,突出强调对受教育者个体道德人格的独特性和独立性应有的尊重,使个体获得了独立的品格,体现出理性的光辉,确证着人的本质力量,极大地增强了人的主体意识,相对过去的千篇一律、整齐划一,压抑泯灭个性是一大进步。但是,随着人类社会的发展和进步,这种主体性哲学思维模式下的道德人格教育内蕴的一些难以解决的矛盾和问题逐渐显现出来。20世纪90年代末,在马克思交往理论的影响以及西方主体性哲学向主体间性哲学转向下形成的主体间性理论,使人们逐渐打开思路,走出单一主体中心性的困境。本研究正是从这样的理论背景出发,就当代道德人格教育的相关问题进行了研究,提出了一个鲜明的理论命题,即：从主体性道德人格教育实然状态向主体间性道德人格教育的应然转向。就是说,在道德人格教育中应以主体间性思想的生成与确立为目标,使受教育者形成主体间性的道德人格,使道德个体在自觉、自主、自为的与他人的交往实践活动中,认识和理解作为交往对象同样也是主体,以平等的心态体味他人的思想、情感,从自我走向他人,关心他人、与他人和谐共处,从而确立自己的角色定位,丰富自己的人格体验,拓宽自己的道德视野,重建自己与他人的伦理关系。为此,主体间性道德人格教育是实现以上目的的逻辑必然。文章主体共包括五部分：第一部分：基础概念的厘定和相关理论的借鉴。首先对“主体”、“主体性”等概念进行了总体考察,接着重点分析了“主体间性”的历史产生过程和相关理论研究,最后,在对相关学科中的“道德”、“人格”概念界说进行分析综合的基础上,揭示了“道德人格”概念的本质及其教育的可能性。第二部分：主体性道德人格教育的生成与困境。从道德人格教育的主体性与主体性道德人格教育的关系层面进行综合分析,阐述主体性道德人格教育的内涵。以主体性道德人格教育产生的社会基础、理论依据、主要观点、历史作用为逻辑框架体系,述评结合,从历史和现实的双重视角出发,反思主体性道德人格教育在人类社会历史发展过程中积累下来的丰富的资源和存在的问题,从而概括出主体性道德人格教育困境的具体表现,并分析了其产生的主要原因。第三部分：道德人格教育的主体间性转向。从主体间性与道德人格教育的内在关联层面进行综合分析,阐述主体间性道德人格教育的内涵。笔者认为马克思立足于人的发展,把人类历史进程概括为三大社会形态,即“人的依赖关系”、“以物的依赖性为基础的人的独立性”和“人的全面发展”,其实质就是对主体性向主体间性转向历程的科学概括和历史必然,并且从道德人格教育自身来看,其本质就是以主体间性为本位的活动。而在主体间性道德人格教育的立论层面,其本身具有一定的科学属性和价值属性；在人的主观意识上,已经普遍认识到道德人格教育必须以平等、对话为基础,走向交往；在生活实践上社会主义市场经济、政治文化、和谐社会等本质均与主体间性的道德人格教育相耦合,这些现实条件都为实现主体间性道德人格教育提供了可能。第四部分：主体间性道德人格教育的理论基石。主要从“关系中的人”(人是一切社会关系的总和)这一基点出发,认为人是一种关系性存在是主体间性道德人格教育的人性论依据；全面论证主体间性道德人格教育所具有的交互性、平等性、共识性、共生性、和谐性等特性,并根据社会发展的需要,从他我意识的觉醒、心态结构的成熟、价值取向的培育和行为模式的养成等几个方面对当代道德人格教育进行了重新构建,指出主体间性道德人格教育要坚持公共理性、权利本位、生活育德等原则,培育具有主体间性的道德人。第五部分：主体间性道德人格教育的价值定位及其实现。指出主体间性道德人格教育的价值定位就在于：通过价值导向下的自主建构,促使具有主体间性道德人格的人的价值生成。进而从合规律性与合目的性这一前提入手,正确理解需要与利益的动因,把握主体间性道德人格教育价值实现的本质,通过教育者与受教育者主体间的教育活动以及“内生性”与“外源性”两大作用等具体途径,并构建导向机制、激励机制、监测机制、调控机制等运作机制来共同推进主体间性道德人格教育的价值实现。更多还原

【Abstract】 Under the guidance of subjectivity philosophy which expresses the subjective status of human through emphasis on rationality, modern moral education theories stress the subjective value and initiatives of educational objects in learning activities. Compared with the past stereotyped and personality-constraining moral education, moral-personality education based on subjectivity emphasizes the respect to the independence and uniqueness of education receivers’moral personality. Individuals, therefore, could acquire independent characters, which reflect the glory of rationality, conform the power of human nature and enhance subject consciousness. However, with the development of human society, unsolvable conflicts and problems of moral-personality education under the model of subjectivity philosophy gradually appeared. In late 1990s, influenced by Marxist Exchange Theory, the theory of inter-subjectivity, formed under the philosophical conversion from western subjectivity to inter-subjectivity, broadened the scope of minds and led out of the predicament of single centralized subject.With such a theoretical background, this study explores the issues involving modern moral-personality education and proposes a distinct proposition that the reality of subjectivity moral-personality education should be converted into the ideal of inter-subjectivity moral-personality education. In other words, moral-personality education should aim at the generation and establishment of the inter-subjectivity ideology in order to promote the education receivers to set up inter-subjectivity moral-personality, so that they could understand and cognize those who they communicate with as subjects in their conscious and initiative exchanges. Holding a mind of equality, they could understand others’ thoughts and feelings, care about others, and get on with others harmoniously to identify their own roles, enrich their personal experience, broaden their moral vision and reconstruct ethical relationship with others. Therefore, inter-subjectivity moral-personality education is, logically, the necessity to realize the above targets.This thesis mainly consists of fives chapters.Chapter one is devoted to theoretical interpretation of basic conceptions. Firstly, the concepts of "subject" and "subjectivity" are examined. Then the generation process of "inter-subjectivity" and relevant theories are analyzed. Finally, based on the concept analysis of "morality" and "personality" in relevant disciplines, this section reveals the nature of "moral personality", and defines it theoretically.Chapter two is devoted to the generation and difficulty of moral-personality education. This section analyzes the relationship between subjectivity of moral-personality education and subjectivity moral-personality education, and elaborates the connotation of the latter. Regarding the social basis, theoretical basis, main views, and historical functions of the generation of subjectivity moral-personality education as logical framework, this part, from both the historical and realistic perspective, reflects the cumulated resources during social development and existing problems of moral-personality education. Thereafter, the predicaments of moral-personality education are generalized, the reason of which are analyzed as well.Chapter three elaborates the conversion of moral-personality education to inter-subjectivity. This section analyzes the inner-relationship between inter-subjectivity and moral-personality education, and elaborates the connotation of inter-subjectivity moral-personality education. This study believes that Marx classifies human history into three social morphology - "human dependence relationship, human independence based on dependence on substances, and all-round development of human", the nature of which is the scientific conclusion for the conversion from subjectivity to inter-subjectivity. And from its own point of view, the moral-personality education is intersubjectivity-based activities by its very nature. However, inter-subjectivity moral-personality education itself, to some extent, possesses scientific and value attributes. People, subjectively, have commonly realized that moral-personality education should be based on equality as well as dialogue, and should move towards exchange. In living practice, socialist market economy, politics, culture, and harmonious society are all coupled with inter-subjectivity moral-personality education. These realistic conditions prove the possibility to realize inter-subjectivity moral-personality education.Chapter four explains the theoretical foundation of inter-subjectivity moral-personality education. Starting from "human in relationship" (humans are the sum of all social relationship), this section maintain that human being a relational existence is the human nature basis of inter-subjectivity moral-personality education. The features of inter-subjectivity moral-personality education - interaction, equality, consensus, symbiosis, and harmony are demonstrated, as well. According to social needs, this chapter reconstructs modern moral-personality education from the aspects of wakefulness of alter ego, maturity of psychological structure, cultivation of value orientation and the development of behavior model. Thus this chapter states that in inter-subjectivity moral-personality education, the principles of "public reason", "rights egoism", and "moral-personality education in the life world" should be stuck to in order to foster inter-subjectivity people with morality.Chapter five elaborates the value orientation and realization of inter-subjectivity moral-personality education. This chapter points out that the value of inter-subjectivity moral-personality education lies in the promotion of subjects to generate the man who has inter-subjectivity moral-personality through self-construction under value orientation. With the premise of conformity to aim and conformity to principles, this section understands the motivation of demand and interest, grasps the nature of realizing inter-subjectivity moral-personality education, and constructs operation mechanisms such as orienting mechanism, encouraging mechanism, monitoring mechanism and controlling mechanism to promote the value realization of inter-subjectivity moral-personality education through specific approaches including educating activities between educators and educatees as well as endogenic and exogenetic functions.更多还原