【作者】 董昕；

【导师】 刘云林；

【作者基本信息】 南京师范大学 ， 伦理学， 2003， 硕士

【摘要】 至善是被人类普遍追求的东西，具有绝对的价值，教育对善的向往自古以来通过各种道德原则和规范以取得实际的效果。然而反观今日教育的现状，却发现教育所设定的价值目标和规范并没有切实转化为教育的现有。虽然人们对道德原则和规范介入教育生活已达到了一定的理性自觉，但我们不应只停留于反省与思索的层面，更应关注教育的实践活动，从教育者内在的个体德性保证和外在的教育保障系统的构建两个主要方面去实现善的价值理念。道德作为一种实践理性，教育伦理学作为一门规范伦理学，两者都应关注伦理规范在现实生活中的实践意义。教育伦理规范能否转化为教育实践中的现有，不仅是教育善的价值理念能否真正实现的关键，也是教育伦理学科存在的现实合理性依据。更多还原

【Abstract】 Good is the value that people universally pursue, having perfect value. Education seeking for good has gained practiced effect through all kinds of moral principles and standard since ancient times. But reflecting the present conditions of education today, we find that the principles and standard of education don’t change into the educational reality. Although an increasing number of people have realized that moral principles and standard are of great importance in educational life, we shouldn’t not only ponder and reflect the educational theory but also care about the practiced activity of education. We can achieve the value of good of education through two main sides of the inherent pledge of educationlists and the external pledge of society.更多还原