两种人格学说:对教育因何有价值的两种回答

Two Personality Theories:Two Answers to Why Education Is Valued

只有澄清价值关系、揭示价值秩序,多元价值观才是不仅可以坚持且能得到辩护的价值立场,也才能提出针对具体实践事务的评价标准。康德确立人格价值在目的王国中的绝对价值之地位,实际上是提供了一个认识价值秩序的制高点。但其方法是以回避实质价值及其秩序问题为代价的,其人格学说要求在使人成人的意义上把自主和独立作为教育的先决条件和必经之路、把德行作为教育的最高目的来看待。舍勒用现象学方法透视价值秩序,也肯定了人格价值是绝对价值。其人格学说要求把人格理解为行为中枢、爱的中枢、理解为人的价值本质。这个学说也揭示了教育中的恶性竞争、价值欺罔、人格扭曲是如何发生的。它要求看到一切教育都建基于并始终伴随着价值感的培育,而价值感的形成过程正是人格的形成过程。

Multi-value concept as a standpoint can only be adhered to and defended by clarifying the value relation and value order,and thus the assessment criteria for practice can be put forward.Kant sets up the value of personality to be absolute value in the kingdom of destination,which actually provides a commanding height to understand value order.However,Kent tries to escape from essence and order of value.His personality theory,in the sense of making person as human,puts independence and autonomy as the prerequisite and moral conduct to be the highest goal of education.Scheler uses the phenomenological approaches to understand value order and affirms personality value as absolute value.His personality theory understands personality as the behavior and love pivot and the essence of personal value.This theory also discloses how malignant competitiveness,value deception and personality distortion happen in education. It believes everything in education should be based on the value cultivation and the process of value formation is the process of personality formation.