【作者】 潘建红；

【导师】 李太平； 刘献君；

【作者基本信息】 华中科技大学 ， 高等教育学， 2006， 博士

【摘要】 现代科学技术与人及社会紧密地联系在一起。现代科技发展与人之间的双重效应日益凸现:一方面人离不开科技,必须大力发展科学技术;另一方面人必须认真审视科学技术的哲学基础以及科学文化观,以保证现代科技在“为人”的道路上发展。面对现代科技发展的强大背景与强势影响,本文以现代科技发展为研究视点,对道德教育在新形势下凸现出来的问题作了全景式考察与反思,并特别突出了学校道德教育在现代科技背景下面临的诸多问题与挑战,试图重建道德教育,为现代科技的发展带来的一系列难题的有效解决寻找新思路。本研究共分为三个部分。第一部分,对现代科技作用下道德教育呈现的难题进行研究。道德教育呈现的难题正凸显出道德教育重建的必要性。一方面,探讨了现代科技发展视域下道德的重重困境及人思想意识的根源,从而透视出道德教育面临的重重难题;另一方面,分析了在科学主义与功利主义双重影响下道德教育的遮蔽。在道德教育当前呈现的重重难题面前,理论界与实践界的努力从来都没有停止,伴随着现代科技的发展,这种努力将显得更有价值也将更为深入。第二部分,试图从理论层面论证现代科技发展与道德教育的协同关系,这种关系正是道德教育重建之可能性与基础。道德教育与现代科技发展是紧密联系在一起的,而且伴随着现代科技的发展,二者联系更趋密切。现代科技发展促进了道德教育,道德教育也为现代科技发展提供了相应的支持。相对滞后的道德教育保持与现代科技的协同发展是时代的必然要求。第三部分,面对现代科技的影响,本文以期重建道德教育来回应现代科技发展。一方面,从理论上探讨了重建道德教育之旨向。即道德教育重建在理念上要走出科学世界观的丛林,实现向现实生活世界的回归。而实现这种回归的具体纬度为:多元冲突中的主体提升、整体序化中的个体自由追求、现实境遇中的超越趋向等方面。另一方面,从道德教育目的的更新,道德教育内容的选择,道德教育方法或模式的运用来架构现代科技背景下道德教育的新体系:首先,道德教育目的更新分别从情感纬度与内容纬度展开。其一,道德教育目的的情感纬度要保持认知与情感的平衡,培养道德判断能力,张扬自由的精神;其二,道德教育目的的内容纬度要着力对培养类意识、实现人、自然与社会的和谐发展、驾驭科技的伦理精神等三方面内容进行强化。其次,道德教育内容的选择分别从人与自然、人与社会及人与自身的关系的展开中寻找新向度,在选择中要突出科技伦理教育、责任教育、信仰教育等道德教育内容的新视点。最后,在道德教育的方法与模式的运用方面,一方面,要根据现代科技发展的实际尝试建构“人本—生态”道德教育模式;另一方面,要注重对话、交往、体验等充满时代意蕴的道德教育方法在实践中的运用。更多还原

【Abstract】 Modern science and technology are closely interconnected with the development of humankind and society. Its double effects on the development of humankind are getting more and more evident on two aspects. On the one hand, people couldn’t live without science and technology.That’s why science and technology are expected to develop rapidly.On the other hand, people must scan the philosophic basis of science and technology,and their scientific development ideology in order to ensure that the modern science and technology go forward on the road of“for humankind”.Taking the powerful background and influence brought by the development of science and technology into consideration,this dissertation inspects and reflects the problems of moral education in an overall way in the perspective of modern development of science and technology. Furthermore, the dissertation points out the current problems and challenges of the school moral education on the background of modern science and technology and attempts to find out new approaches and countermeasures to resolve these tough problems by reconstructing the moral education.The dissertation falls into three sections as follows:Section One studies the problems of moral education on the background of modern science and technology. The tough problems show that it is necessary to reconstruct the moral education. On the one hand, this section of the dissertation discusses the puzzledom of moral education and the origin of people’s ideology in the view of modern science and technology and dialyses the difficult problems the moral education is confronted with; on the other hand, it analyses the defilade of moral education which results from the sciencism and benthamism. The researchers in the field of theory and practice never stop their efforts in trying to solve the existing problems. With the development of modern science and technology, the efforts will be even deeper and further than ever before.Section Two attempts to demonstrate, in terms of theory, the harmonious relationship between the development of modern science and technology and moral education. This kind of relationship is the basis and possibility of reconstruction of moral education.Moral education and the modern development of science and technology are internally tied with each other closely,and the internal relationship becomes increasingly stronger with the modern development of science and technology.For the modern development of science and technology promotes the moral education, while the latter supports the former.Relatively backward moral education is necessary to keep pace with the development of modern science and technologySection Three is intended to reconstruct the moral education to adapt to the development of modern science and technology with regard to the influence of modern science and technology.On the one hand, this section seeks the direction of reconstruction. That is to say, in order for the ideology of the reconstruction of moral education, we should turn from the science world-view to the lifeworld-view. The probabilily to realize the regression is to pursue subjectivity from multifarious conflicts, to pursue individual liberty from integrated tagmeme, to pursue extramundanity from reality.On the other hand, this section intends to reconstruct the moral education from three aspects, which are the renewal of the aim of moral education, the choice of the content of moral education and the operation of the methods or modes of moral education. For the first aspect, at the emotional dimension, people should keep the balance between the cognition and emotion, which are the two parts of the moral education’s content. People are supposed to cultivate the ability of moral judgment and develop the liberal spirit as well. At the dimension of content of moral education, people should pay special attention to the humankind ideology, the harmonious development of humankind, nature and society, the moral spirit of rational control of science and technology. For the second aspect, in terms of the choice of the moral education content, people are expected to find new approaches by studying the relationship between humankind and nature, the relationship between humankind and society, the relationship between humankind and themselves.The principal points of the choice are science and technology, moral education, the responsibility education, and the belief education. For the last respect, the dissertation concludes on two respects. On the one hand, it struggles to construct a“humanistic- ecological”mode of moral education; on the other hand, it contends such methods as dialogue, communication; experience should be taken into account in the practice of moral education.更多还原