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篇名 |
希望哲学:道德教育与未来意识──一个关于希望德育的哲学阐释
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並列篇名 | Moral Education and Future Consciousness: A Philosophical Interpretation of Future Consciousness Education |
作者 | 薜晓阳 |
中文摘要 | 未来具有一种伦理性和教育性,包含着存在的意义和未来的希望。这是教人善待未来、追求美好的力量和源泉。在这里,可能性转变为现实性,时间成为道德的基础。希望是一种德性,也是一种教育。教育就是“学习希望”或“学会希望”。可能性既是道德教育的出发点,也是道德教育的归宿;此在是一种局眼,教育就在于突破此在的限制,实现人的开放性和可能性。未成熟是此在的一种状态或局限,但未成熟意味着对未来的依赖性,道德教育正是在这种依赖性之上建立起自己的权威和可能;布洛赫的希望实现了存在主义所期待的从悲凉到诗意的转换,给予道德教育一种人性的启示——教育不仅应当有希望而且也能够有希望;超越善恶是道德哲学的重要命题,也是道德教育的终点和目标。布洛赫的希望信仰与尼采的英雄主义未来选择了不同的超越方式,实现了从“善恶之境”到“至善之境”(纯粹之善)的转变;希望的伦理突破了道德理想主义的局限,使理想主义的信仰奠基于人的道德生活实践。确定性的未来不再是此在生活的统治者,而是启示未来理想的道德可能性。 |
英文摘要 | The future contains the meaning of existence and the hope of tomorrow. It is ethical and educational, and can teach people to treat the future kindly and to pursue it with strength and a goal. At this point , possibility becomes reality , and time becomes the foundation of morality. Therefore , education is studying and understanding hope. Hope is both a virtue and part of education. Possibility is the starting point and the end result of moral education. While existence is limited , education aims to break through this limitation and realize openness and possibility of human beings. Immaturity limits existence , and indicates dependence on the future , on which moral education is to build its authority and possibility. Bloch's hope realizes the transition from sadness to poetry , on which existentialism relies. This transition gives moral education a revelation of humanity : education can and should rely on hope. Surpassing good and evil is the key proposition of moral philosophy , and is also the terminal point and aim of moral education. Bloch's hope and faith and Nietzsche's heroism future chose different ways to surpass , and realized the transition from a |
起訖頁 | 090-104 |
關鍵詞 | 希望哲学、未来意识、道德教育 |
刊名 | 北京大學教育評論 |
期數 | 201407 (12:3期) |
出版單位 | 北京大學 |
該期刊 上一篇
| “意义一感通”之学以情意为本——以《礼记‧大学》为中心的义理阐释 |
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| 教育如何影响幸福──教育、公共教育支出与主观幸福的研究进展 |