论康德的德性理论与道德教育思想

【作者】 尹怀斌；

【导师】 高国希；

【作者基本信息】 复旦大学 ， 思想政治教育， 2010， 博士

【摘要】 本文从德性理论的角度重新解读康德的伦理学,提出康德的德性理论是以义务论为根基的人的品格理论,在此基础上康德的道德教育思想就是一种关于品格教育的思想,康德的德性理论与道德教育思想对于当代德性伦理和道德教育,尤其是品格理论与品格教育的探讨具有重要意义。康德的德性理论是关于人的道德的探讨,人的道德不同于神圣的理性存在者的道德,它以人的特殊本性为起点。人的本性的特殊性体现在人是一种有限的理性存在者,有限和理性两种要素共同构成了人的本性结构,两者相互影响、相互作用；向善和趋恶两种倾向共存于人的本性中,道德法则与自然偏好两种不同动机的冲突、善的准则与恶的准则的冲突使德性得以必要和可能。德性只属于人这种有限的理性存在者,人的道德在本质上就是人的德性。德性作为人所拥有的道德性情、力量和能力,是人的内在品格特性的集中体现,康德的德性概念规定了人应当具有怎样的内在好品格,康德的德性理论是关于人的的内在好品格的理论。德性要发挥作用离不开人纳入自己准则的动机及其分类,在此基础上得出德性的三种机制,即出自道德法则和义务动机的机制、培养道德情感动机的机制、应对不可靠的非道德情感动机的机制,它们作为整体构成了德性的机制。通过分析康德的德福一致结构,即德性与配享的幸福相一致的结构,及一种属于人的可能的至善理念,明确了德性的地位,德性是幸福的前提和条件,德性规定了人的本性完善的方向,是人类道德生活的最高价值追求。康德的道德教育思想是以其德性理论为基础和根据的,道德教育是德性理论在教育领域的实践应用。德性必须被获得,而道德教育是德性获得的途径,道德教育在本质上是一种品格教育,在于对人内在道德品格的塑造和培养。教育的目的在于实现人的规定性、促进人的本性的完善,其中道德教育以实现人的本质规定性、促进人的道德品格完善、使人获得德性成为有德性的人为目的,在由教育促进的人的所有完善中,道德完善是最高层次的完善,是教育的最高价值追求。更多还原

【Abstract】 The dissertation reinterpreted Kant’s ethics according to the perspective of virtue theory and brought forward Kant’s virtue theory was a character theory based on deontology. Kant’s thought of moral education is a kind of thought of character education. Kant’s virtue theory and thought of moral education are significant for the discussion of the contemporary virtue ethics and moral education, especially for character theory and character education.Kant’s virtue theory is an inquiry on human beings’morality, which is different from that of holy rational beings, and regards human’s special nature as the start. The speciality of human nature implies that human being is a limited rational agency. The two elements, limited and rational, compose the structure of human nature together and influence and operate each other. The tendencies to good and evil coexist in human nature. The conflicts between two motives of moral law and natural inclination, between two maxims of good and evil make virtue indispensable and impossible.Virtue only belongs to human being as limited rational agency and is the essence of his morality. Virtue as human being’s moral disposition, strength and capability is the embodiment of his intrinsic character traits. Kant’s virtue concept prescribe that human being should possess what kinds of intrinsic excellent characters, so his virtue theory is about human being’s intrinsic excellent characters. The operation of virtue depends upon the motives human being adopts in his maxim and their classification, and then there are three mechanisms for virtue:only for the sake of the motives of moral law and duty, cultivating the motives of moral feelings, and dealing with the motives of unreliable immoral feelings, which as a whole form the mechanism of virtue operation. The status of virtue is confirmed by analyzing Kant’s consistent structure of moral and happiness, that is, virtue and happiness in proportion to virtue, and impossible ideal of highest good. Virtue is the precondition and qualification of happiness, prescribes the direction of human nature’s perfection, and is the supreme value pursuit of human life. Kant’s thought of moral education is based on his virtue theory. Moral education is the practical application of virtue theory in education domain. Virtue must be acquired, which needs moral education as the approach. So moral education is virtually a kind of character education, which forms and cultivates human being’s intrinsic moral character. The end of education is to fulfill human being’s characteristic and promote the perfection of human nature. The end of moral education is to fulfill human being’s essential characteristic, promote the perfection of human being’s moral character and make human being be virtuous. Moral perfection is supreme in all human being’s perfections promoted by education and the supreme value pursuit of education.更多还原