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西方道德教育历程论文:西方道德教育历程的现代与后现代研究

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西方道德教育历程论文:西方道德教育历程的现代与后现代研究西方道德教育历程论文:西方道德教育历程的现代与后现代研究 西方道德教育历程论文:西方道德教育历程的现代与后现代研究 【中文摘要】当今,西方各发达国家的经济已基本实现了现代化,后现代经济也已出现,其相应的道德教育也正处于由现代向后现代转型之中。而我国的经济却还处于现代化的历史进程之中,无疑此时的道德教育也正处于一个由传统德育向现代德育转变的过程之中。期间人们可能会出现道德方向的迷失以及道德信仰的盲从,甚至还会对当今我国道德教育的价值体系和规范产生质疑。特别是受西方后现代文化思潮的影响,我国的现代德育遭到了前所未有...

西方道德教育历程论文:西方道德教育历程的现代与后现代研究
西方道德教育历程 论文 政研论文下载论文大学下载论文大学下载关于长拳的论文浙大论文封面下载 :西方道德教育历程的现代与后现代研究 西方道德教育历程论文:西方道德教育历程的现代与后现代研究 【中文摘要】当今,西方各发达国家的经济已基本实现了现代化,后现代经济也已出现,其相应的道德教育也正处于由现代向后现代转型之中。而我国的经济却还处于现代化的历史进程之中,无疑此时的道德教育也正处于一个由传统德育向现代德育转变的过程之中。期间人们可能会出现道德方向的迷失以及道德信仰的盲从,甚至还会对当今我国道德教育的价值体系和规范产生质疑。特别是受西方后现代文化思潮的影响,我国的现代德育遭到了前所未有的巨大挑战。后现代文化推崇的那些所谓“解构”、“否定”等与现代文化完全相反的思想使得还处在现代的人们在日渐混乱和冲突的社会压力下,对于传统道德的基础优越感产生怀疑,原有的道德体系也遭受到了很大挑战,人们很难再期望建立一个共同可以接受的价值体系和规范。怎么能够在当今这个全球化的背景下,使我国德育发展有一个好的走向,这就需要我们积极借鉴西方发达国家的道德教育经验。本文认为借助现代性和后现代性的相关理论全面透析西方道德教育的现代和后现代发展历程则不失为我们 总结 初级经济法重点总结下载党员个人总结TXt高中句型全总结.doc高中句型全总结.doc理论力学知识点总结pdf 和汲取西方道德教育发展经验的较好办法。现代性是始于文艺复兴,经启蒙运动而形成的一种理性精神,它是伴随着现代社会现代化一路发展而来,它的基本理念就是科学,理性,崇尚的是人的主体精神。首先,本文认为现代性并不完全等同于“现代化”这一概念,也不是人们感官上所理解的从时间概念上来划分的一个时 代。它应该是人类文明发展的一种特定形态,这个形态的方方面面应该都体现着现代性的特征。其次,现代文明是要与传统文明相比较的,它虽源于传统文明但还是要高于传统文明的,它不仅继承了传统文明的优点同时也发现了传统问题并批判了传统文明的瑕疵。最后,要强调的是现代性这种文明的产生一定是要依托在现代社会发展的实体之上。现代社会的工业化、自动化、城市化、民主化、法制化等等都时刻体现着现代化的文明。后现代性作为一种现实条件是伴随着后工业社会的发展而发展的。它一定是人类历史或至少是某些地方(发达工业国)的历史已经进入到一个新的时代,谓之“后现代”。它代表着一种与之前时代客观上不同的现实,比如后工业化、信息化、全球化等。同时“后现代”作为一种精神取向也不仅仅是指人类历史的某个特定现实阶段,而是指一种新的思维方式、精神取向、心理态度、一种看问题的特别视角,等等。比如“后现代思潮”,“后学”理论。后现代性最大的特点就是对现代性的否定、解构和批判。 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 西方道德教育的现代和后现代发展历程,必须溯及西方的传统道德教育。西方学者普遍认为西方的道德教育起源于古希腊、古罗马时期。19世纪前,欧洲各国其经济主要以农耕经济为主,并不发达,宗教统治着人的灵魂,统治着人的一切。宗教教育理所当然的就成了当时占主导地位的一种道德教育方式,虽然当时各个地区都开办有所谓的“学校”,但其教育内容也都大部分被宗教所占据,其中承担道德教育的老师很多都是由宗教机关或是学校宗教办事人员来承担。他们到学校进行他们的道德教育最主要的就是使当地儿童能够虔诚信仰上帝,使用的道 德教育方式也都是采用最原始的灌输或是背诵等方法。对学生来说,他们只需要不折不扣的接受社会、宗教对他的 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 ,而不必问为什么。这种教育方式带有明显的封闭性、单一性和强制性。可见这种传统的、旧的道德教育在性质上是一种强制性的,灌输式的教育。其根本是试图采取一切可能的措施使儿童接受统治阶级所要求的道德观念和固定的行为习惯,它所传授的德育内容一般是为整个社会大多数人所认可的道德规范和宗教教条。它采取的传授方式也主要是直接的问答式教学、训诫、规劝、纪律等强迫性手段。总之,西方传统道德教育就是一种机械服从的模式,它充满了盲目性、被动性、拘谨性和不理解性。直到19世纪末20世纪初,西方发达资本主义国家相继进入到了垄断资本主义阶段,期间科学技术迅猛发展,人口流动进一步加剧,以及人们生活方式的变化、价值观念的多元化,使得西方社会传统的道德观发生了巨大的变化,产生了许多社会道德问题。西方传统的道德教育也越来越失去了赖以生存与维系的社会根基,原有的道德教育理念、形式等已经不能适应社会的发展。于是一些像杜威一样的教育家、哲学家等就开始了对传统道德教育的批判与反思,基于此“新道德教育理论”即现代道德教育理论就应运而生了。至此,开始了西方道德教育的现代和后现代发展历程。西方道德教育的现代发展主要经历了现代道德教育的产生、滞碍、复兴和繁荣四个阶段。西方现代道德教育产生于19世纪末20世纪初,这一时期人们的道德理念随着人们生活方式的转变而发生了根本性的改变。其代表人物是美国历史上最有影响的哲学家、教育家杜威先生,他认为,道德是一种解决社会问题的 过程,而并非是固定、绝对的道德真理。他批判了传统道德教育的理念,并积极探索新的道德教育模式及理论,开创了西方道德教育的新纪元。现代道德教育的滞碍主要发生在第二次世界大战之后,由于战争给人们带来了惨重的损失和破坏,迫使人们开始重视科学技术的发展,以为科技能够解决一切社会问题,一改往日注重道德教育的传统。现代道德教育的复兴则发生在20世纪60年代。由于二战后,西方各发达国家过于重视科技的发展而忽视了对国民的道德教育,致使到60年代初的时候,西方资本主义国家在表面经济繁荣的情况下,产生了各种社会道德危机,如大学校园混乱,青少年犯罪,吸毒现象严重等,于是人们又重新开始复兴现代德育。期间形成的最主要的道德教育理论有:逻辑推理价值观教育理论、价值澄清理论、认知发展道德教育理论等。现代德育教育的繁荣主要是指20世纪80年代以来,以英国著名的社会学家鲍曼为代表的道德教育学家在继承前期研究成果的基础上,对西方道德教育展开的进一步研究。针对西方道德教育的后现代生成,笔者则以介绍它的主要流派为文本特点。包括美国诺丁斯教授提出的关怀伦理学,美国学者里克那提出的品格教育理论,英国学校德育家彼得?麦克菲尔和他同事所创的道德教育的体谅模式和以纽曼为代表提出的社会行动模式。对西方道德教育历程的梳理与分析,重点在于用现代性与后现代性的思想去透视整个西方道德教育的发展过程,预期总结出西方道德教育的现代和后现代之经验价值。现代德育的经验价值主要包括:首先,许多教育学者对道德教育的研究从以前的以宏观、理论思辨性的研究转变为注重从人的微观角度出发来 研究其道德教育问题。他们或者是围绕品德心理结构各侧面进行单项研究,或是在道德教育过程的某一点进行突破,或是集中研究如何为儿童提供榜样示范等等。其次,现代教育理念最大的特点就是反对传统的道德灌输方法。20世纪之前,整个道德教育的特点就是保持传统、顺应环境,因而传递、服从、灌输还是自由其道理的,但是20世纪以后随着人们价值观念的转变,道德教育就开始对传统的道德教育进行批判和重建。最后强调的是现代德育,其道德教育形式多,道德教育内容少。原因在于20世纪以来,随着交通、通讯等技术的发展,世界日益变小,价值观日趋多元化,西方道德教育理论各流派基于西方多元化文化、多元价值观、多重信仰的社会根基,基于理论本身的生存机会与空间,大多不触动西方社会的政治现实,加之道德相对主义的影响,对德育内容多采取回避的态度,着力超越具体的原则和内容,探索和研究道德教育的形式。后现代德育的经验价值在本文中的总结是:1.后现代道德教育批判现代德育把学校德育理解为一种静态知识性的存在,人为地导致道德知识的被动灌输,德育评价也被简单量化,最终使得道德教育越来越远离了作为意义和价值之源的日常生活世界,并导致学生道德认知和道德行为的脱离。它强调应充分认识到个体在道德教育中的主体性地位,以生活为基点来考虑道德教育中的所有问题,使道德教育贴近生活,引领生活,并最终融入生活,成为个体生活中不可或缺的一个组成部分。2.后现代道德教育主张道德教育理论应该涵盖多种学科理论,从多学科视角去研究道德教育。纵观后现代道德教育理论,我们可以发现,其所涉及的学科领域主要有哲学、心理学、社 会学、文化学、历史、宗教等等。从总体上看,从哲学和心理学视角 为道德教育寻求合理的方法论基础是西方后现代道德教育中最为突 出的一个特点,其研究成果也最为丰富。从社会科学视角研究道德教 育也是本世纪道德教育理论研究的又一特点。3.后现代道德教育强调 道德教育理论的出发点和落脚点在于解决社会道德问题等内容。20 世纪西方道德教育理论的产生与发展,都有其特殊的社会背景,都是 基于社会上出现的亟待解决的道德问题,也正因为各种道德教育理论 是基于对社会道德问题的现实思考,着力于解决现实的社会道德问题, 所以每一种理论产生后都受到了社会各界的广泛关注和普遍欢迎。可 见,20世纪以来西方后现代道德教育理论研究的兴起都是基于一定的 社会问题与道德危机,其就是为了解决社会道德问题。行文至此,实现 了该论文的写作价值,完成了本研究的追求。 【英文摘要】Today, the west developed nation has basically achieved modernization and post-modern economy has emerged. The corresponding moral education is also in the transformation from modern to the post-modern. However, Chinese economy is still in a historical process of modernization, At this time moral education is also in the transformation from traditional moral education to the modern moral education. During the time it may occurred to the lost of moral direction and blind moral beliefs, even doubt the value system and norms of moral education. Affected by the Western post-modern cultural thought, the modern moral education in China has encountered tremendous and unprecedented challenges. The so-called thoughts of “deconstruction”, “denial” which contrary to the modern culture that are esteemed by post-modern culture make people throw doubt on basic sense of superiority of traditional moral, who under the social pressure of chaos and conflicts. And the original moral system also suffers from a serious of challenges, it is difficult to expect the establishment of a common accepted value system and norms. How to make our moral education development a good direction in the context of globalization? We need to actively learn the experience of moral education from Western countries. We argue that the using of modern and postmodern theories of moral education to comprehensively analyze the modern and post-modern development process of Western moral education is regarded as the best way to summarize and suction the development experience of Western Moral Education.Modernity begins with the Renaissance. It’s a rational spirit after the enlightenment, which is accompanied by the development of modern society. Its basic concept is scientific and rational, and it upholds the spirit of subjectivity of people. Firstly, modernity is not entirely the same as “modernization”, nor is it an era divided in the concept of time as people understand by the sense. It should be a specific form of human civilization, which should embody the characteristics of modernity in all aspects .Secondly, the modern civilization is to be compared with the traditional civilization, although it is derived from traditional culture but superior to traditional civilization, which not only inherit the advantages of traditional civilization but also discover that the traditional problems and criticized the flaws of traditional civilization. Finally, we should emphasize the production of modernity must be based on the entity of development of modern society. Industrialization, automation, urbanization, democratization and law of modern society, embody the modern civilization all the time.As a real condition, post-modernity is developing accompanied by the development of post-industrial society. It must be the history of mankind, or at least some places (the developed industrial countries) in history has entered a new era, named “post-modern.” It represents an era which is different from previous time in an objective manner, such as post-industrialization, informationization and globalization. At the same time as a spiritual orientation post-modern does not mean the specific reality stages of human history, but a new way of thinking, spiritual direction, mental attitude, a special perspective, and so on. Such as “post-modern thought”, “post” theory. The greatest feature of post-modernity is the denial, deconstruction and criticism to the modernity.To analyze modern and post-modern development process of Western moral education, we must trace back the Western traditional moral education. Western scholars generally believe that the Western moral education originated in ancient Greece and ancient Rome. Before 19th century, European countries whose economy was mainly based on agricultural economy and not developed. The religious control the soul and everything of human. Religious education became the dominant way of moral education without any questions. Although there were so-called “school” in various regions, most of the content of education were also occupied by religion, among which many of moral educational teachers were undertook by religious organs or the staff. They came to schools in the main purpose of enabling local children to believe in God sincerely, and the ways of moral education are also adopting the most original or the recitation methods. For students, they needed only to accept the requirement from the society and religion pure and simple, without having to ask why. This educational approach has clear characteristic s of closure, unicity and mandatory.Shows that traditional, old in the nature of moral education is a mandatory indoctrination education. The fundamental purpose is to try to take all possible measures to enable children to receive the requested ruling class moral values and fixed habits, the moral content of its teaching community as a whole is generally recognized by the majority of moral and religious doctrines. It takes the teaching of the main ways is a direct question and answer teaching, admonition, advice, discipline and other coercive means. In short, the Western tradition of moral education is a mechanical model of obedience, it is full of blind, passive, formal and non-comprehension.Until the late 19th early 20th century, Western capitalist countries have developed into the stage of monopoly capitalism, the rapid development of science and technology during the period, further increasing population movements and changes in lifestyles, values diversity, making the moral tradition of Western society concept has undergone tremendous changes, resulting in many social and moral issues. Western tradition of moral education is also increasingly lost its survival and maintenance of the social roots, the original concept of moral education and forms can not adapt to social development. As a result, some educators like John Dewey, philosopher and so began the critique of traditional moral education and reflection, based on this “new theory of moral education” theory of the modern moral education came into being.Thus began the modern Western Moral Education and the post-modern development process. Modern development of Western Moral Education through a modern moral education major production, blocks of four stages of recovery and prosperity. Modern Western moral education in the 19th time the end of 20 century, people’s moral philosophy in this period with changes in lifestyle has undergone a fundamental change. The representative of the history of the United States the most influential philosopher, educator, Mr. Dewey, he believes that morality is a process of solving social problems, rather than a fixed, absolute moral truth. He criticized the traditional concept of moral education, and actively explore new models and theories of moral education, moral education and created a new era in the West. Blocks of modern moral education occurs mainly after World War II, because of the war gave rise to heavy losses and destruction, forcing people began to attach importance to science and technology, that technology can solve all social problems, a focus on the past few days moral education tradition. The modern revival of moral education in the 20th century occurred 60 years. Since World War II, the Western developed countries, too much emphasis on the development of technology to the neglect of moral education of citizens, leading to the early 60s, the western capitalist countries in the case of the surface of economic prosperity, resulting in a variety of moral crisis such as university campus chaos, juvenile delinquency, drug abuse and serious, so it begins again the modern revival of moral education. The most important during the formation of moral education theory: theory of logical values education, values clarification theory, cognitive development and moral education theory. The prosperity of modern moral education mainly refers to the 20th century, 80 years, the famous British sociologist, Bauman scientists represented in the succession of moral education based on the results of previous studies, moral education in the West to start further research.Moral Education for the Western post-modern generation, the author describes its main schools Zeyi as text features. Including the United States, Professor Noddings’s care ethics, proposed by American scholars that the character of Rick educational theory, moral education in schools home UK Peter ? McPhail and his colleagues created a model and understanding of moral education as a representative of the Newman The social action model.History of Western moral education combing and analysis focused on modern and post modern thinking to visualize the entire process of development of western moral education, moral education is expected to sum up the modern West and the value of post-modern experience. The experience of modern moral values include: Firstly, many educators do some research on moral education to the macro from the previous theoretical speculative research into the micro-oriented perspective from the people to study their moral education. They are moral or psychological structure around the side of the individual studies, or in the process of moral education to break through a certain point, or focus on how to provide role models for children, demonstrations and more. Secondly, the modern educational philosophy is characterized by the greatest moral indoctrination against traditional methods. Before the 20th century, the characteristics of moral education is to keep the traditions, adapt to the environment, and thus transmission, obedience, instilled or freedom of their reason, but the 20th century as people change the values, moral education begins on the traditional moral education critique and reconstruction. Finally, to emphasize that modern moral education, moral education in the form of its much less the content of moral education. The reason is that since the 20th century, with the transportation and communication technology, the world grows smaller, values have become more diversified, the Western theory of moral education based on Western pluralistic culture of the schools, multiple values, the foundation of multi-faith society, based on the theory itself chance of survival in space, most do not touch the political reality of Western society, in addition to the impact of moral relativism, on the moral content and more adopted an evasive attitude, focus and content beyond the specific principles, exploration and research in the form of moral education.The summary of the experience’value of post-modern moral education in this research are: 1. Post-modern moral education criticized that modern moral education consider that moral education at schoolyard as a static and intellectual existence, and it artificially leads to passive inculcation of moral knowledge, moral evaluation is also easily to quantify, and ultimately makes it keep farer and farer from making moral education as a source of meaning and value in daily life, and lead to the detachment of moral cognition and moral behavior of students. It emphasizes that we should be fully aware of the subjective position of individual in moral education, and calculate all of the issues of moral education based on life, make moral education lean close to life, lead life, and ultimately integrate into life, and be a indispensable component of individual life. 2. Post-modern moral education asserts that theory of moral education should be a coverage of a multi-disciplinary, and it should study moral education from a visual angle of a multidisciplinary perspective. Throughout the theory of post-modern moral education, we can see that it involve the main subject areas of philosophy, psychology, sociology, cultural studies, history, religion and so on. Overall, it is another characteristic point of the post-modern moral education that seeking reasonable methods and theoretical foundation based on the visual angle of philosophy and psychology, and it has lots of research results. It is a new characteristic that study moral education based on visual angle of social science. 3. Post-modern theory of moral education and moral education emphasize the starting point and ultimate goal is to solve problems of social and moral content. Of the 20th century the emergence of Western theories of moral education and development, has its special social background, are appearing on social moral issues solved, but also because of various moral education theory is based on the question of the reality of social and moral thinking, focus on solving real social and moral problems, so after the election of each theory are subject to a wide range of community concern and generally welcomed. It is obvious that the twentieth century post-modern West since the rise of moral education theory is based on certain social issues and moral crisis, and its purpose is to address social and moral issues.Reads now, it realized the writing value of this paper, and achieve the research purpose of this study. 【关键词】西方道德教育历程 现代性 后现代性 经验 【英文关键词】Progress of Western Moral Education Modernity Post-modernity Experience 【备注】索购全文在线加好友:1.3.9.9.3.8848 同时提供论文写作一对一指导和论文发表委托服务 【目录】西方道德教育历程的现代与后现代研究 摘要 4-8 ABSTRACT 8-12 一、导言 15-19 1.1 研究目 的和意义 15-16 1.2 研究现状 16-17 1.3 研究方法和 基本思路 17-19 1.3.1 研究方法 17-18 1.3.2 研究思 路 18-19 二、现代性和后现代性分析 19-25 2.1 现代性 19-22 2.1.1 现代性认知 19-20 2.1.2 现代性特征 20-21 2.1.3 现代性再判断 21-22 2.2 后现代性 22-25 2.2.1 后现代性认知 22-23 2.2.2 后现代性特征 23-24 2.2.3 后现代性再判断 24-25 三、西方道德教育现代与后现代之路 25-39 3.1 西方道德教育的现代发展 25-31 3.1.1 现代道德教育的产生 25-27 3.1.2 现代道德教育的滞碍 27-28 3.1.3 现代道德教育的复兴 28-31 3.1.4 现代道德教育的繁荣 31 3.2 西方道德教育的后现代生成 31-39 3.2.1 后现代思潮的呈现 32 3.2.2 西方后现代道德教育的主要流派 32-39 四、西方道德教育现代性与后现代性的分析和借鉴 39-47 4.1 西方道德教育的现代性分析 39-40 4.2 西方道德教育的后现代性分析 40-41 4.3 现代德育的经验价值 41-43 4.4 后现代德育的经验价值 43-44 4.5 西方道德教育的发展趋向 44-47 结语 47-49 参考文献 49-51 致谢 51-53 攻读学位期间科研成果展示 53-54
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