道德想象力与道德教育
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摘要
传统伦理学多是排斥想象的,但实际上即使是排斥想象的伦理学也是无法离开想象的。道德想象力不是想象力与道德的简单结合,而是想象力带有道德意蕴与道德功能的运用,是一种特殊的想象力。道德想象力的道德意义在于发现道德问题,探索解决道德问题的多种可能性,对自己的所作所为进行矫正。教育和道德教育在培育道德想象力上首先需要做的,是排除限制、堵塞、挤压道德想象力的教育因素,使道德想象力从重重束缚中解放出来。同时,道德隐喻、道德教育隐喻的转换、发挥文学叙事的独有功能、直面痛苦、沉思练习等教育方法对道德想象力的培育有直接的作用。
Traditional ethics mostly excludes imagination,but in fact,ethics that even reject imagination cannot beisolated from imagination. Moral imagination is a kind of special imagination,which is not a simple combination ofimagination and morality,but the application of moral implication and moral function in imagination. The moralsignificance of moral imagination lies in discovering moral issues,exploring multiple possibilities for solving moral issuesand correcting one's own behavior. First of all,what education and moral education need to do in cultivating moralimagination is to eliminate the educational factors that restrict,block and suppress moral imagination,so as to liberate themoral imagination from the bondage. At the same time,what have direct effects in cultivating moral imagination areeducational methods including the moral metaphor,the transformation of metaphor in moral education,the uniquefunctions of literary narrative,facing up to pain and meditation practice and etc.
Traditional ethics mostly excludes imagination,but in fact,ethics that even reject imagination cannot beisolated from imagination. Moral imagination is a kind of special imagination,which is not a simple combination ofimagination and morality,but the application of moral implication and moral function in imagination. The moralsignificance of moral imagination lies in discovering moral issues,exploring multiple possibilities for solving moral issuesand correcting one's own behavior. First of all,what education and moral education need to do in cultivating moralimagination is to eliminate the educational factors that restrict,block and suppress moral imagination,so as to liberate themoral imagination from the bondage. At the same time,what have direct effects in cultivating moral imagination areeducational methods including the moral metaphor,the transformation of metaphor in moral education,the uniquefunctions of literary narrative,facing up to pain and meditation practice and etc.
引文
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[19]高德胜.叙事伦理学与生活事件:解决德育教材困境的尝试[J].全球教育展望,2017,(8).
[20]高德胜.教育与痛苦[J].教育研究与实验,2017,(2).
[21]Paul G.La Forge.Cultivating Moral Imagination through Meditation[J].Journal of Business Ethics,2004,(51).
[22]高德胜.论德育课程中的“内心活动”[J].现代教学,2017,(22).
[2][9][15]Mark Coeckelbergh.Imagination and Principles:An Essay on the Role of Imagination in Moral Reasoning[M].New York:Paigrave Macmillan,2007.84-88、33、105.
[3][4]杜威全集·晚期著作(第七卷)[M].上海:华东师范大学出版社,2015.138、149.
[6]杜威全集·晚期著作(第十卷)[M].上海:华东师范大学出版社,2015.294.
[7][17]Mark Johnson.Moral Imagination:Implications of Cognitive Science for Ethics[M].Chicago:The University of Chicago Press,1993.65、42.
[8]吕克·费希.什么是好生活[M].长春:吉林出版集团有限责任公司,2010.169.
[10]Martha C.Nussbaum.Upheavals of Thought:The Intelligence of Emotions[M].New York:Cambridge University Press,2001.331.
[11][16]John Kekes.The Morality of Pluralism[M].New Jersey:Princeton University Press,1993.101、107.
[12]Timothy J.Hargrave.Moral Imagination,Collective Action,and The Achievement of Moral Outcomes[J].Business Ethics Quarterly,2009,(1).
[13]Patricia H.Werhane.Moral Imagination and Systems Thinking[J].Journal of Business Ethics,2002,(38).
[14]Karen E.Bohlin.Teaching Character Education Through Literature:Awakening The Imagination in Secondary Classroom[M].New York:Routledge Falmer,2005.30.
[19]高德胜.叙事伦理学与生活事件:解决德育教材困境的尝试[J].全球教育展望,2017,(8).
[20]高德胜.教育与痛苦[J].教育研究与实验,2017,(2).
[21]Paul G.La Forge.Cultivating Moral Imagination through Meditation[J].Journal of Business Ethics,2004,(51).
[22]高德胜.论德育课程中的“内心活动”[J].现代教学,2017,(22).