| 论德育范式的三种隐喻 |
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| 引用本文： | 张晓阳.论德育范式的三种隐喻[J].江苏教育研究,2011(9):20-23. |
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| 作者姓名： | 张晓阳 |
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| 作者单位： | 南京师范大学道德教育研究所,南京210097 |
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| 摘 要： | ＂隐喻＂的本质是用一种事物来理解和经历另一种事物。在德育过程中,不同的＂话语模式＂作为＂隐喻＂有助于很好地理解不同的德育范式。德育学有三大基本范式：一是崇尚道德绝对主义的＂规范德育论＂,＂听话＂是其典型的话语模式,它倡导教师进行＂价值灌输＂,教会学生＂服从＂;二是崇尚道德相对主义的＂理性德育论＂,＂说话＂是其典型的话语模式,它倡导教师秉持＂价值中立＂,教会学生＂选择＂;三是崇尚道德＂重叠共识＂的＂交往德育论＂,＂对话＂是其典型的话语模式,它倡导教师进行＂价值介入＂,教会学生＂协商＂。
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| 关 键 词： | 德育范式 隐喻 听话 说话 对话 |
Three Metaphors on Moral Education Paradigm |
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| ZHANG Xiao-yang.Three Metaphors on Moral Education Paradigm[J].A Journal of Research in Education,2011(9):20-23. |
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| Authors: | ZHANG Xiao-yang |
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| Institution: | ZHANG Xiao-yang(Institute of Moral Education Nanjing Normal University,Nanjing 210097,China) |
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| Abstract: | The essence of ＂metaphor＂ is to understand and experience one thing by another.Different discourse models can help to understand different moral education paradigms in the process.This subject has three basic paradigms：the first is theory of normative moral education,which advocates the moral absolutism,listening as its typical mode,emphasizing students＇ obedience;the second is theory of rational moral education,which advocates the moral relativism,speaking as its typical mode,upholding the value neutral and teaching students to choose;the third is theory of interactive moral education,which advocates the moral overlapping consensus,talking as its typical mode,upholding the value intervention and teaching students to negotiate. |
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| Keywords: | moral education paradigm metaphor listening speaking talking |
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