黑格尔精神哲学视域下的伦理教化与公民养成
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摘要
教育的过程是使儿童从自然的个体成长为国家公民的过程。教育通过对儿童自然性的去除和个性的改造,而不断提升个体教养,最终使儿童获得精神气质的内在转变。伦理实体是儿童获得教养的环境,家庭、学校和国家是伦理实体的现实形态。家庭是天然的教育伦理实体,它以爱为基本的精神规定,在家庭中,儿童逐步将家庭的伦理精神转化自我的习惯性意向。但家庭的自私本性不可能塑造出具有公共精神的现代公民。学校作为一个教育共同体是一种伦理性的结合,它由来自不同家庭的儿童组成伦理性实体。"解放"是学校教育的精神规定,它通过解放塑造有教养的个体。但学校并不能完成现实公民的塑造,现实的公民只能在国家这一伦理实体中形成。作为理念的国家体现着普遍性的公共意志,国家的目的在于通过对儿童教养的提升而完成国家公民的塑造。
The process of education is to make children grow from natural individuals to national citizens.Education constantly improves individual upbring through the removal of children's nature and the transformation of their individuality,and ultimately makes the inner change of children's spirit.Ethical entities are the environment for children to be nurtured,and families,schools and states are the realistic forms.Family is the natural ethical entity of education,which takes love as the basic spiritual rule.In family,children gradually transform the family's ethical spirit into the habitual intention of self.But the selfish nature of the family cannot create a modern citizen with a public spirit.The school,as an educational community,is an ethical combination which consists of children from different families."Emancipation",which is the spiritual rule of school education,creates educated individuals.But school cannot shape the real citizens,which can only be formed in the ethical entity of the country.The state,as a concept,embodies the common will of the public.The purpose of the state is to complete the shaping of the national citizens through the promotion of children's upbring.
The process of education is to make children grow from natural individuals to national citizens.Education constantly improves individual upbring through the removal of children's nature and the transformation of their individuality,and ultimately makes the inner change of children's spirit.Ethical entities are the environment for children to be nurtured,and families,schools and states are the realistic forms.Family is the natural ethical entity of education,which takes love as the basic spiritual rule.In family,children gradually transform the family's ethical spirit into the habitual intention of self.But the selfish nature of the family cannot create a modern citizen with a public spirit.The school,as an educational community,is an ethical combination which consists of children from different families."Emancipation",which is the spiritual rule of school education,creates educated individuals.But school cannot shape the real citizens,which can only be formed in the ethical entity of the country.The state,as a concept,embodies the common will of the public.The purpose of the state is to complete the shaping of the national citizens through the promotion of children's upbring.
引文
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[18]陶行知.普及现代生活教育之路[C]//江苏省陶行知研究会,等.陶行知文集.南京:江苏教育出版社,2008:587-588.
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[20]樊浩.伦理,“存在”吗?[J].哲学动态,2014(6):14-23.
(1)司法部调查报告显示,有70%的服刑人员子女跟随父母走上犯罪道路。参见:赵晗.服刑人员子女境况凄惨,七成走上父母犯罪道路[EB/OL].腾讯网:https://new.qq.com/cmsn/20150213/20150213029494,2015.2.13。
[2]黑格尔.法哲学原理[M].范扬,张启泰,译.北京:商务印书馆,2009.
[3]葛敏.基于布尔迪厄场域理论视角的家庭教育场域研究[J].南京师大学报(社会科学版),2018(2):89-96.
[4]黑格尔.精神哲学[M].杨祖陶,译.北京:人民出版社,2015.
[5]黑格尔.精神现象学[M].贺麟,王玖兴,译.北京:商务印书馆,1979.
[6]伽达默尔.真理与方法(一)[M].洪汉鼎,译.北京:商务印书馆,2007:19.
[7]高兆明.心灵秩序与生活秩序:黑格尔《法哲学原理》释义[M].北京:商务印书馆,2014.
[8]樊浩.教育的伦理本性和伦理精神前提[J].教育研究,2000(1):20-25.
[9]张世英.自我实现的历程———解读黑格尔《精神现象学》[M].济南:山东人民出版社,2001:109.
[10]霍耐特.不确定性之痛———黑格尔法哲学的再现实化[M].王晓升,译.上海:华东师范大学出版社,2016.
[11]王有升.论教育的内在尺度———对“什么是真正的教育”的追问[J].南京师大学报(社会科学版),2017(6):76-83.
[12]樊浩.现代教育的文化矛盾[J].北京师范大学学报(社会科学版),2005(4):22-28.
[13]洛克:政府论(下)[M].叶启芳,瞿菊农,译.北京:商务印书馆.1997:5-6.
[14]施特劳斯.自然权利与历史[M].彭刚,译.北京:生活·读书·新知三联书店,2006:105.
[15]鲍桑葵.关于国家的哲学理论[M].汪淑均,译.北京:商务印书馆,1995:45.
[16]陈炳辉.文化与国家———黑格尔国家哲学新论[J].政治学研究,1999(3):74-82.
[17]伍德.黑格尔的伦理思想[M].黄涛,译.北京:知识产权出版社,2016:321.
[18]陶行知.普及现代生活教育之路[C]//江苏省陶行知研究会,等.陶行知文集.南京:江苏教育出版社,2008:587-588.
[19]黑格尔.历史哲学[M].王造时,译.北京:生活·读书·新知三联书店,1956:78.
[20]樊浩.伦理,“存在”吗?[J].哲学动态,2014(6):14-23.
(1)司法部调查报告显示,有70%的服刑人员子女跟随父母走上犯罪道路。参见:赵晗.服刑人员子女境况凄惨,七成走上父母犯罪道路[EB/OL].腾讯网:https://new.qq.com/cmsn/20150213/20150213029494,2015.2.13。