弗兰克纳道德教育思想述评

【作者】 郝婧婧；

【导师】 戚万学；

【作者基本信息】 山东师范大学 ， 教育学原理， 2007， 硕士

【摘要】 威廉·弗兰克纳是在批判传统道德教育与现代道德教育的基础上提出自己的道德教育思想的。其道德教育思想的理论基础是他的伦理学思想。在规范伦理学中,他提出了“混合义务论”的道德观点,并提出了功利原则与公正原则,指出其他的一切原则都是从这两条原则引申出来的;在元伦理学中,重视的是对道德义务、道德价值及非道德价值的论证。基于此,弗兰克纳认为道德教育应当包括形式与内容两个方面,即道德知识的学习与道德自主性的培养。在道德教育的基本问题上,弗兰克纳取传统与现代道德教育理论之利,避二者之弊,具有明显的折衷主义倾向,代表了道德教育理论和实践领域未来的发展方向。同时,弗兰克纳的道德教育理论为我国的道德教育建设提供了有力的借鉴。鉴于国内对于弗兰克纳道德教育思想的介绍和研究尚不多见,本文拟对弗兰克纳的道德教育思想作一个初步的探讨。本文共分四个部分:第一部分主要论述了弗兰克纳道德教育思想产生的背景,包括社会背景和理论背景两个方面。弗兰克纳生活在20世纪的美国,其道德教育思想深受20世纪西方道德教育思潮的影响,是在批判传统道德教育和反思现代道德教育的基础上提出的。他主张道德教育应该走一条中间的路线。第二部分重点讨论了弗兰克纳道德教育思想的理论基础,即他的伦理学思想。本文就规范伦理学和元伦理学两个方面进行了简要的概述。在规范伦理学中,弗兰克纳从道德的涵义、内涵和起源等方面提出了对于道德的基本看法,在此基础上提出了责任伦理和德行伦理。综合道义论和目的论的长短,弗兰克纳提出了“混合义务论”,并提出了善行和公正两条最基本的原则。在元伦理学中,弗兰克纳肯定了元伦理学不可忽视的作用,指出了基本的概念、判断分析对于伦理学研究的意义。第三部分主要论述了弗兰克纳道德教育思想的基本观点。包括道德教育的涵义,道德教育的目的,内容与方法。在弗兰克纳看来,道德教育是一种自我训练及自我教育的过程;道德教育的目的在于维护良好的社会秩序,并培养学生的道德观,促进学生在这种社会秩序中道德上的自主;道德教育的内容主要包括道德观的培养,以及具体的道德规则和美德的传授;道德教育的方法主要采用理性与非理性相结合的方式。第四部分主要是对弗兰克纳道德教育思想的评价。包括三个方面的内容:首先,弗兰克纳的道德教育思想体现了一种折衷主义的倾向,为当代的道德教育理论寻求了一条合理化的道路;然后本文对弗兰克纳道德教育理论的具体内容进行了评价,弗兰克纳对于道德教育的本质、目的、内容和方法的观点不乏合理的因素,是我们在道德教育中值得借鉴的;最后本文论述了弗兰克纳道德教育思想对我国道德教育的借鉴意义,在全球化加速及我国改革开放进一步深入的时代背景下,我国的道德教育应如何进行改革,该以何种道德价值引导学生等问题成了不可回避的时代课题,借鉴弗兰克纳的道德教育思想,我国应加强道德教育的理论建设,道德教育要避免偏向传统和现代道德教育的任何一方,在道德教育的具体实施上,尽量避免灌输,培养学生的道德自主性。更多还原

【Abstract】 On the basis of criticizing the traditional and contemporary ethical education, William Frankena put forward his ethical education theory. The theoretical basis of Frankena’s ethical education theory is his ethics. In the standard ethics, Frankena summarized his own ethical view—“A mixed deontological theory of obligation”and proposed the principle of good-will and justice. As for the metaethics, it stresses the demonstration of ethical obligation, ethical value and the non-ethical value. Accordingly Frankena held that ethical education should include two aspects: form and content, i.e. to learn the ethical knowledge and to foster ethical autonomy. With regard to the essence of ethical education, Frankena took advantages from both the traditional and contemporary ethical theories, which had a clear compromising tendency and represented an orientation for the development of the ethical education theory and practice. At the same time, Frankena’s theory provides a strong reference for the development of ethical education in China. Due to the lack of domestic introduction of and study on Frankena’s theory, this thesis intends to probe tentatively into Frankena’s ethical education theory. The whole thesis falls into four parts:The first part mainly states the background of the emergence and development of Frankena’s ethical education theory, including the social and theoretical backgrounds. Living in America in the 20th century, William Frankena was deeply influenced by the ideological trend of the Western moral education in 20th century. While it was on the basis of criticizing the traditional and contemporary ethical education that Frankena proposed his own view. And he also put that ethical education should follow a moderate path.The second part takes a premium on the discussion of the theoretical basis of Frankena’s ethical education, i.e. his ethics. It gives a brief outline to the standard ethics and metaethics. As for the the standard ethics, Frankena put forward his understanding about ethics from the perspective of its definition, connotation and origin. Accordingly he defined the deontic ethics and ethics of virtue. Synthesizing the advantages and the disadvantages of deontological theories and teleological theories, Frankena raised his“mixed deontological theory of obligation”along with two basic principles—the good-will and justice. As for the metaethics, Frankena acknowledged its importance and pointed out its definition and the significance in studying the ethics.The third part elaborates on Frankena’s view of ethical education, including the definition of ethical education, its purpose, content and the research method. On Frankena’s opinion, ethical education is a process of self-drilling and self-educating; the purpose of ethical education is to reserve the good social order and to foster students’sense of ethics so much so that students’ethical autonomy could be promoted under such social circumstance; the content of ethical education included the cultivation of the sense of ethics and demonstration of the specific ethical principles and virtues; and by way of the combination of rational and irrational ways, the ethical education was to be underway.The fourth part finally evaluates Frankena’s ethical education theory. First Frankena’s ethical education theory shows a compromising tendency and paves a sound way for the development of modern ethical education theory. Then through evaluating the details of Frankena’s ethical education theory, it is justifiable that Frankena’s views on the nature, purpose, content and method of ethical education are reasonable and can be referred to. In the end, the influence of Frankena’s ethical education theory on its practice in China is illustrated. With the acceleration of the globalization and the practice of the policy of reforming and opening, such questions as how to carry out the reformation of ethical education in China and by which kind of value to guide students have become inevitable. Drawing on Frankena’s ethical education theory, the development of ethical education in China should be reinforced and the partiality towards any one between traditional and contemporary ethical education should also be avoided. And the practice of ethical education aims to foster students’autonomy while avoiding cramming.更多还原