| 善恶与教化 |
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| 引用本文： | 刘铁芳,宋明.善恶与教化[J].湖南师范大学教育科学学报,2004,3(3):21-24. |
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| 作者姓名： | 刘铁芳 宋明 |
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| 作者单位： | 湖南师范大学,教育科学学院,湖南,长沙,410081 |
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| 摘 要： | 人性善恶的价值预设，直接或间接地影响着教育实践中人们的情感态度、价值观念、行为方式等。人性善或恶的价值预设，各有利弊。就今天而言，我们主张，在善恶观上，宁取人性无善无恶论，消解人性本身的善与恶在教化中的预设，从而消解人性本身作为个体道德生成的根本依据，消解拿人性作为个体道德蓝图设计的依据，甚至在一定限度内弱化传统泛道德主义社会中道德及其教育在社会生活中的作用，为当代社会走向理知的澄明、为法律意识和公民意识的普遍深入提供足够的空间。
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| 关 键 词： | 人性 善 恶 教化 |
| 文章编号： | 1671-6124(2004)03-0021-04 |
| 修稿时间： | 2003年12月1日 |
Education beyond Good or Evil of Human Nature |
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| LIU Tie fang,SONG Ming.Education beyond Good or Evil of Human Nature[J].Journal of Educational Science of Hunan Normal University,2004,3(3):21-24. |
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| Authors: | LIU Tie fang SONG Ming |
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| Abstract: | Good or evil, the hypotheses of human nature will have direct or indirect influences on our emotional attitude, view of value and manners of behavior in educational practice. The hypothesis of human nature, whether good or evil, is a double edged sword. As a result, we prefer the idea that human nature is neither good nor evil in order to deconstruct the hypotheses of human nature in education. It should also be deconstructed that the human nature is regarded as the essential foundation of moral eduction and blueprint. To some extent, we should weaken the enlarged functions of moral surveillance so that we can make enough room for the populization of legal and civil consciousness. |
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| Keywords: | human nature good evil education |
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