摘要
杜威的道德教育思想基于其实用主义哲学观,质疑了传统道德的孤立、僵化、教条主义、至高无上等特征,可概括为“道德是个体行为与心灵的统一;道德是不断生长的道德;道德是具体情境中的道德”。结合杜威的思维观、兴趣观等教育思想,杜威的道德教育思路体现为:重视培养学生的道德思维能力,拥有面对复杂道德情境的清晰判断力;关注学生道德情感上的敏锐性,孕育积极的道德性格力量;基于“经验道德”改造学校德育“三位一体”,构建学生的完整道德场域。
Dewey's idea of moral education is based on his pragmatic philosophical outlook,questioning the isolation,rigidity,dogmatism,supremacy and other characteristics of traditional morality,which can be summed up as"morality is the unity of individual behaviour and the mind;morality is a growing morality;morality is morality in a concrete situation".Combined with Dewey's concept of thinking,interest and other educational ideas,Dewey's idea of moral education is reflected as follows:pay attention to cultivate students'moral thinking ability,and possess clear judgement in the face of complex moral situations;pay attention to students'moral emotional sensitivity,and nurture the power of positive moral character;and transform the moral education of the school based on the"empirical morality".The"three-in-one"approach builds a complete moral field for students.
作者
方明军
任昕岳
Fang Mingjun;Ren Xinyue
出处
《山东高等教育》
2024年第1期32-37,89,共7页
Review of Higher Education
关键词
杜威哲学思想
道德观
道德教育路径
Dewey's philosophical thought
ethical Conception
Moral education pathways
