摘要
底线伦理、最低限度的道德的提出有着复杂的社会原因,当代社会道德滑坡和不断出现的突破道德底线的事件是直接的原因。价值观教育是道德教育的精神内涵,底线伦理、最低限度的道德的理论向价值观教育提出了新的要求,也提供了解决道德价值观教育缺乏实效问题的可能途径。价值观的非理性和非知识性特点使得价值观教育要远复杂于理性的知识教育。关乎个人道德成长、关乎个人与他人关系、个人与社会关系等的价值观是底线伦理和最低限度的道德所必须要求的;价值观教育的途径和方法需要吸收现代德育研究成果,使其更为生动和易被青少年所接受;价值观教育还要求一个公正的社会。
The emergence of ethic minimalism, minimal morality has complicated social reasons, among which the decline of social morality and the challenge of minimal moral standards are the direct reasons. Value education is the spiritual part of moral education. The theory of ethic minimalism and minimal morality puts forward new requirements for current value education, and provides a possible approach to address the problem of low effectiveness of moral and value education. The characteristics of ~irrational＂ and ＂non-intellectual＂ of values make value education more complicated than the rational knowledge education. Values, closely related with personal moral growth, relationship with others and society, are the basic requirements of ethic minimalism and morality. It is necessary to learn from the approaches and methods of modern moral education research and make value education more vivid and be easily accepted by young people. In addition, value education requires social justice.
出处
《教育学报》
CSSCI
北大核心
2011年第5期48-56,共9页
Journal of Educational Studies
