学校体育伦理属性的人性逻辑确认
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摘要
学校体育是否具有伦理属性是能否以伦理介入学校体育理论与实践的前提,对其确认与把握将为学校体育伦理研究提供内在依据与理论凭借。学校体育活动开展的任何一个环节、过程都离不开人性取向的判断,人性假设是学校体育理论与实践的逻辑前提。伦理道德孕育于人的需要,而人的需要即人性或人的本性的折射,那么人性中必然内蕴着伦理道德,由此可以推断,人性内在必然具有伦理属性。按照事物推演的逻辑,既然人性内在具有伦理属性,而人性假设已经被确证是学校体育理论与实践的逻辑前提,可以确认学校体育内在必然具有伦理属性。伦理属性在学校体育中主要体现为:学校体育相关主体之间存在实质伦理关系,学校体育终极目标具有伦理蕴意,学校体育实践需要伦理的规范与约束。依据人性逻辑对学校体育伦理属性的确认与探索,既有利于明晰学校体育的伦理内涵,也有利于丰富学校体育伦理的研究体系。
Whether school sports have ethical attributes is the premise of ethical intervention in school sports theory and practice. Its confirmation and grasp will provide internal basis and theoretical basis for school sports ethics research. The paper holds that any link and process of school sports activities cannot be separated from the judgment of human nature orientation. The assumption of human nature is the logical premise of school sports theory and practice. Ethics is bred from human needs, and human needs are human nature or the reflection of human nature, so ethics must be inherent in human nature, which can be inferred that human nature must have ethical attributes. According to the logic of deduction of things, since human nature has inherent ethical attributes, and the assumption of human nature has been confirmed as the logical premise of school sports theory and practice, there is no doubt that school sports must have inherent ethical attributes.Ethical attributes are mainly reflected in school sports: there are substantial ethical relations between the relevant subjects of school sports, the ultimate goal of school sports has ethical implications, and school sports practice needs ethical norms and constraints, etc. The confirmation and exploration of the ethical attributes of school sports based on human logic is not only conducive to clarifying the ethical connotation of school sports, but also conducive to enriching the research system of school sports ethics.
Whether school sports have ethical attributes is the premise of ethical intervention in school sports theory and practice. Its confirmation and grasp will provide internal basis and theoretical basis for school sports ethics research. The paper holds that any link and process of school sports activities cannot be separated from the judgment of human nature orientation. The assumption of human nature is the logical premise of school sports theory and practice. Ethics is bred from human needs, and human needs are human nature or the reflection of human nature, so ethics must be inherent in human nature, which can be inferred that human nature must have ethical attributes. According to the logic of deduction of things, since human nature has inherent ethical attributes, and the assumption of human nature has been confirmed as the logical premise of school sports theory and practice, there is no doubt that school sports must have inherent ethical attributes.Ethical attributes are mainly reflected in school sports: there are substantial ethical relations between the relevant subjects of school sports, the ultimate goal of school sports has ethical implications, and school sports practice needs ethical norms and constraints, etc. The confirmation and exploration of the ethical attributes of school sports based on human logic is not only conducive to clarifying the ethical connotation of school sports, but also conducive to enriching the research system of school sports ethics.
引文
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[16] Andrew Reid.Physical Education,Cognition and Agency[J].Educational Philosophy and Theory,2013,45(9):921-936.
[17] 张爱中.教育管理伦理研究的意义及其发展[J].当代教育实践与教学研究,2014(12):99.
[18] Frederick B.Bird & JefFrey GrandZ.Good Management:Business Ethics in Ation [M].Scarborough,Ontario:Prentice-Hall Canada Inc.,1991:VI.
[19] 汪全先,王健.我国学校体育中的当代伦理问题及其消解路向[J].体育科学,2018,38(1):79-89.
[2] 冯向东.对教育学人性假设的追问[J].北京大学教育评论,2012,10(4):78-85,186.
[3] [英]休谟著,关文运译.人性论[M].北京:商务印书馆,2005:6-7.
[4] 文雪,危中平.人性假设与教育意谓[J].高等教育研究,2004,25(5):11-15.
[5] 金保华.论教育管理的伦理基础[D].武汉:华中师范大学,2008:56.
[6] 林进平.论马克思正义观的阐释方式[J].中国人民大学学报,2015(1):37-45.
[7] 周登嵩.学校体育学[M].北京:人民体育出版社,2004:5.
[8] 宋军丽.人性化高等教育的德育价值发掘研究[J].开封:河南大学,2011:9.
[9] 席忻.马克思主义人的哲学初探[M].北京:中共中央党校出版社,1997:117.
[10] [德]马克思,恩格斯.马克思恩格斯选集 (第1卷)[M].北京:人民出版社,1995:56.
[11] [德]马克思,恩格斯.马克思恩格斯全集(第3卷)[M].北京:北京人民出版社,1960:514.
[12] 吴秀莲.人性与道德[J].伦理学研究,2011(3):38-41.
[13] 赵岷,许国宝,李翠霞.由教化身体走向解放身体——体育教育的21世纪猜想[J].武汉体育学院学报,2007,41(10):53-57.
[14] Steven A.Stolz.Phenomenology and Physical Education[J].Educational Philosophy and Theory,2013,45(9) :949-964.
[15] Richard Medcalf.Experiences and Perceptions of Physical Education[J].Emotional and Behavioral Difficulties,2011,16(2):189-206.
[16] Andrew Reid.Physical Education,Cognition and Agency[J].Educational Philosophy and Theory,2013,45(9):921-936.
[17] 张爱中.教育管理伦理研究的意义及其发展[J].当代教育实践与教学研究,2014(12):99.
[18] Frederick B.Bird & JefFrey GrandZ.Good Management:Business Ethics in Ation [M].Scarborough,Ontario:Prentice-Hall Canada Inc.,1991:VI.
[19] 汪全先,王健.我国学校体育中的当代伦理问题及其消解路向[J].体育科学,2018,38(1):79-89.