摘要
作为一个绵亘古今的道德哲学命题,道德是否可教一直是道德教育的前沿问题和核心命题。对这一问题的探究与阐释,不仅影响着道德教学在道德教育中的地位与作用,而且关涉着道德教育的机构设置与策略取舍。追溯道德教育的发展历程,不难发现,尽管直接的道德教学是必需的,但其却是有限度的。痴迷于"道德可教",势必以偏概全,将知识的获得等同于品德的形成,导致道德教育的知性化,割裂道德认知与道德实践的关系,肢解完整的道德教育体系。以制度的视域审理道德的可教性,可弥补其缺陷,提供支撑和保障,是深化道德教育改革,提升社会文明程度使然。
As an old moral philosophy proposition, whether morality could be taught is always the forefront issue and core proposition of moral education. The exploration and interpretation of it not only affect the position and function of moral teaching in education, but also influence the establishment and strategy choice of moral education. From the development of moral education trace, it is not hard to find that it has its limitations although direct moral teaching is necessary. If obsessing only with the ＂teachable moral＂, it is bound to be bias, and to make the acquisition of knowledge be equal to the formation of morality, which leads to separating the moral cognition from moral practice and finally dismember the complete moral education system. However, from system perspective, moral teachability can make up the defects, provide supports and guarantee which is inevitable to deepen the moral education reform and promote social civilization.
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2012年第4期47-51,共5页
Journal of Northwest Normal University(Social Sciences)
基金
国家社会科学基金教育学青年基金课题"制度框架下的道德教育研究"(CEA090132)
关键词
道德可教性
道德教育
限度
制度保障
制度教化
moral teachability
moral education
limitation
guarantee systems system indoctrination
