| 试论以培养“文化-道德的人”为旨归的道德教育观 |
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| 引用本文： | 方海涛.试论以培养“文化-道德的人”为旨归的道德教育观[J].扬州大学学报(高教研究版),2010,14(1):67-69. |
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| 作者姓名： | 方海涛 |
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| 作者单位： | 嘉兴学院,党委宣传部,浙江,嘉兴,314001 |
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| 摘 要： | 道德教育的意义并不在于知识符号本身,而在于这些知识符号所代表的生动而丰富的道德意蕴。那么,如何让受教育者走进该内涵深厚的意蕴中去,如何让受教育者获得该意蕴带来的感动,如何让受教育者在感动的同时体会到道德的力量,如何进一步由情感上的感动转化为道德上的自由感等即应成为学界必须加以关注的课题。因此,在德育回归生活的理论前提下,如何将审美教育作为探寻道德意蕴、体验生命意义、寻找生活价值、生成道德自由感的重要工具,达到善恶由己的心境了悟,最终实现＂文化-道德的人＂的培养目标,成为本文所要解决的问题。
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| 关 键 词： | 道德教育 文化-道德的人 知识符号 道德自由感 |
Moral Education Aiming at Cultural and Moral Man |
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| FANG Hai-tao.Moral Education Aiming at Cultural and Moral Man[J].Journal of Yangzhou University(Higher Education Study Edition),2010,14(1):67-69. |
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| Authors: | FANG Hai-tao |
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| Institution: | FANG Hai-tao(School Administrative Body,Jiaxing College,Jiaxing 314001,Zhejiang,China) |
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| Abstract: | The significance of moral education does not lie in the knowledge symbol itself,but rather the vivid and rich moral implication that the symbol represents.It is proposed that the educated should be led into the moral field to feel the force of morals and to promote their emotional shock to moral freedom.Therefore,on the theoretical premise of the returning of moral education back to life,aesthetic education should be resorted to as an important tool of exploring the moral implications,experiencing the meani... |
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| Keywords: | moral education cultural and moral man knowledge symbol moral freedom |
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