麦金太尔德性论对德育合理性困境的开解
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摘要
德育合理性是道德教育关注的中心问题,它关乎德育何以可能与何以可为的根本性问题。不同的合理性论证框架为德育合理性提供了不同的理论支撑和价值指向。由于论证框架的多元互竞,产生了有关德育合理性根本性之分歧,同时导致在现实中产生了德育自我的遮蔽、德育价值的失衡、德育教化的乏力等诸种困境。麦金太尔把对德育合理性的探寻转化为对诸种传统的合理性论证样式的历史性探究,把对德育合理性的重建转化为对背反美德传统的启蒙筹划的批判性重构,提出基于德性论的同一性的自我、善的优先性和实质性道德观等主张,从而为德育合理性找寻亚里士多德式的开解之路。
The rationality of moral education,a central topic of moral education,concerns the fundamental question of why moral education is possible and how it can be carried out. Different frameworks of argumentation offer different theoretical supports and values,and result in fundamental differences,as well as,various practical dilemmas,such as the hidden moral education,the imbalanced value of moral education,and the weak guidance of moral education.MacIntyre explored the history of reasonable traditional proofs,completed a critical reconstruction of a project of enlightenment in deviation from traditional virtues,and advocated self-identity,first priority over good,and the concept of substantive morality based on virtue ethics,thus finding an Aristotle-style solution to the rationality of moral education.
The rationality of moral education,a central topic of moral education,concerns the fundamental question of why moral education is possible and how it can be carried out. Different frameworks of argumentation offer different theoretical supports and values,and result in fundamental differences,as well as,various practical dilemmas,such as the hidden moral education,the imbalanced value of moral education,and the weak guidance of moral education.MacIntyre explored the history of reasonable traditional proofs,completed a critical reconstruction of a project of enlightenment in deviation from traditional virtues,and advocated self-identity,first priority over good,and the concept of substantive morality based on virtue ethics,thus finding an Aristotle-style solution to the rationality of moral education.
引文
[1][2][3][8][15][17][21]麦金太尔.谁之正义?何种合理性?[M].北京:当代中国出版社,1996. 17、21、105、393、7、441、156.
[4][7]麦金太尔.伦理学简史[M].北京:商务印书馆,2003. 225、225.
[5][6]休谟.人性论[M].北京:商务印书馆,2016. 493、507.
[9]罗尔斯.正义论[M].北京:中国社会科学出版社,2009. 198.
[10][35][36] Alasdair MacIntyre. How to seem virtuous without actually being so[A]. In J. Mark Halstead&Terence H.McLaughlin,Education in morality[C]. London and New York:Routledge,1999. 125、130、121.
[11]Roger Bergman.Teaching Justice after MacIntyre:Toward a Catholic Philosophy of Moral Education[J]. Catholic Education A Journal of Inquiry&Practice,2008,(1).
[12][22][23][27]麦金太尔.追寻美德:道德理论研究[M].南京:译林出版社,2011. 43、40、42、187.
[13][16][29] Alasdair MacIntyre,Joseph Dunne. Alasdair MacIntyre on Education:In Dialogue with Joseph Dunne[J]. Journal of Philosophy of Education,2002,(1).
[14]James Macallister. MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited[J]. Journal of Philosophy of Education,2016,(4).
[18][19]纳斯鲍姆.善的脆弱性[M].南京:译林出版社,2018. 470、472.
[20]包尔生.伦理学体系[M].北京:中国社会科学科学出版社,1988. 303.
[24][30][32][33]麦金太尔.依赖性的理性动物:人类为什么需要德性[M].南京:译林出版社,2013. 76、73、77、77.
[25][26] Christopher Higgins.MacIntyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching[J]. Journal of Philosophy of Education,2003,(2).
[28][31][34]Kenneth Wain. MacIntyre:Teaching,Politics and Practice[J]. Journal of Philosophy of Education,2003,(2).
[37]麦金太尔.三种对立的道德探究观[M].北京:中国社会科学出版社,1999. 139.
[38]Nathan Alexander Mueller. The Very Idea of an Educated Public:On Philosophical Education and MacIntyre's Project[J].Journal of Philosophy of Education. 2019,(1).
[4][7]麦金太尔.伦理学简史[M].北京:商务印书馆,2003. 225、225.
[5][6]休谟.人性论[M].北京:商务印书馆,2016. 493、507.
[9]罗尔斯.正义论[M].北京:中国社会科学出版社,2009. 198.
[10][35][36] Alasdair MacIntyre. How to seem virtuous without actually being so[A]. In J. Mark Halstead&Terence H.McLaughlin,Education in morality[C]. London and New York:Routledge,1999. 125、130、121.
[11]Roger Bergman.Teaching Justice after MacIntyre:Toward a Catholic Philosophy of Moral Education[J]. Catholic Education A Journal of Inquiry&Practice,2008,(1).
[12][22][23][27]麦金太尔.追寻美德:道德理论研究[M].南京:译林出版社,2011. 43、40、42、187.
[13][16][29] Alasdair MacIntyre,Joseph Dunne. Alasdair MacIntyre on Education:In Dialogue with Joseph Dunne[J]. Journal of Philosophy of Education,2002,(1).
[14]James Macallister. MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited[J]. Journal of Philosophy of Education,2016,(4).
[18][19]纳斯鲍姆.善的脆弱性[M].南京:译林出版社,2018. 470、472.
[20]包尔生.伦理学体系[M].北京:中国社会科学科学出版社,1988. 303.
[24][30][32][33]麦金太尔.依赖性的理性动物:人类为什么需要德性[M].南京:译林出版社,2013. 76、73、77、77.
[25][26] Christopher Higgins.MacIntyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching[J]. Journal of Philosophy of Education,2003,(2).
[28][31][34]Kenneth Wain. MacIntyre:Teaching,Politics and Practice[J]. Journal of Philosophy of Education,2003,(2).
[37]麦金太尔.三种对立的道德探究观[M].北京:中国社会科学出版社,1999. 139.
[38]Nathan Alexander Mueller. The Very Idea of an Educated Public:On Philosophical Education and MacIntyre's Project[J].Journal of Philosophy of Education. 2019,(1).