“班级是我家”的公德教育隐忧及超越
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摘要
中国教育中"重私德、轻公德"的传统已经越来越无法满足社会日益走向公共生活的现实需要。虽然学校已经逐渐认识到公德教育的必要,并在德育中加强公德教育的内容,但囿于对公德教育内涵理解上的局限,在实践中往往演变成狭隘的、功利的"公德教育",掉入"群体之私"陷阱,造成公德教育的异化,甚至走向公德的反面。因此,厘清私德与公德的分野,警惕人性的群体属性中维护"熟人圈"利益的负面影响,以一种真正的公共精神实现对"群体之私"的超越,成为学校公德教育取得实效的关键。
More attention was paid on social morality than private morality in China. But this traditional education has already been incapable of meeting the need of the approaching public life. Though the importance of public moral education has been aware of and carried out in some schools,it is always alienated in practice owing to the limitation on the understanding of public morality. One of the manifestations is that public morality is easy to slip to the selfishness of the group,which goes over to its opposite. Accordingly,the most important thing to improve the effect of the public moral education is to clarify the difference between the private and public morality,guard on the negative effects on the group attribute in humanity which inclines to maintain the group interests,and make the public spirit go beyond the group selfishness.
More attention was paid on social morality than private morality in China. But this traditional education has already been incapable of meeting the need of the approaching public life. Though the importance of public moral education has been aware of and carried out in some schools,it is always alienated in practice owing to the limitation on the understanding of public morality. One of the manifestations is that public morality is easy to slip to the selfishness of the group,which goes over to its opposite. Accordingly,the most important thing to improve the effect of the public moral education is to clarify the difference between the private and public morality,guard on the negative effects on the group attribute in humanity which inclines to maintain the group interests,and make the public spirit go beyond the group selfishness.
引文
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[6]陈宇.把班级营造成一个家[J].班主任,2014(7):17-21.
[7]覃丽兰.给学生一角诗意的天空[J].班主任,2013(12):8-11.
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[11]胡国良,刘次.“班组串换”德育模式的理论建构[J].教育探索,2002(2):106-108.
[2]黄向阳.德育内容分类框架——兼析我国公德教育的困境[J].全球教育展望,2008(9):48-52.
[3]罗素.中国问题[M].秦悦,译.上海:学林出版社,2006:1-10.
[4]刘次林.“公德”私议[J].思想理论教育,2008(4):4-8.
[5]莱茵霍尔德·尼布尔.道德人与不道德的社会[M].蒋庆,译.贵阳:贵州人民出版社,1998:14.
[6]陈宇.把班级营造成一个家[J].班主任,2014(7):17-21.
[7]覃丽兰.给学生一角诗意的天空[J].班主任,2013(12):8-11.
[8]约翰·杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,2001:102.
[9]Kymlicka W.Politics in the Vernacular:Nationalism,Multiculturalism,and Citizenship[M].London:Oxford University Press,2001:326.
[10]赵祥麟,王承绪.杜威教育论著选[M].上海:华东师范大学出版社,1981:28.
[11]胡国良,刘次.“班组串换”德育模式的理论建构[J].教育探索,2002(2):106-108.