德育超越论的反思

The Reflection of Transcendent Theory of Moral Education

德育超越论奠定了将“超越”作为德育之本职的理论基础，但它在逻辑上陷入了二元对立的思维模式，将现实世界与理想世界对立起来，从而导致它在回答超越的内涵、超越的对象、如何实现超越这三个根本性问题时存在不足之处。究其根源，在于研究者对社会转型期层出不穷的“假丑恶”现象和软弱无力的德育现状极度失望，由此导致了否定现实世界的极端思想。德育的超越性不是体现在对现实世界的否定，而是对德育自身的否定；超越的对象不是整个现实世界，而是现实之恶；实现超越的途径不是回归生活世界，而是联系生活世界。

The transcendent theory of moral education has laid the theoretical foundation of taking the “transcendence” as the nature of moral education. However, the theory falls into thinking mode of dual contradiction. It puts the real world and the ideal world on the opposite side. As a result, the theory has difficulty in answering the following questions properly: What is the transcendence? What and how should it transcend? The root of the duality is the researchers’ extreme disappointment caused by the endless social evils during the period of social transformation and the incapable moral education, which leads to the extreme thought of denying the real world. The author argues that the connotation of transcendence of moral education is not reflected in the negation of reality, but in the denial of moral education itself. The object which the moral education should transcend is not the whole life world, but the evils in the world. The approach to transcendence is not to return to the life world, but to relate to the life world.