教育科学 ›› 2019, Vol. 35 ›› Issue (3): 1-6.

• 教育基本理论研究 •    下一篇

论柯尔伯格对杜威道德想象力思想的悬置*

刘小柳1, 高德胜2   

  1. 1.南京师范大学 道德教育研究所,江苏 南京 210097
    2.华东师范大学 课程与教学研究所,上海 200062
  • 收稿日期:2019-04-28 出版日期:2019-05-15 发布日期:2021-06-15
  • 作者简介:刘小柳(1991-),女,湖南益阳人,南京师范大学道德教育研究所博士生,主要从事道德教育基本理论研究。|高德胜(1969-),男,河南信阳人,华东师范大学课程与教学研究所教授,博士生导师,博士,主要从事道德教育基本理论研究。
  • 基金资助:
    教育部人文社会科学重点研究基地重大项目“生活德育的理论深化与实践推进研究”(16JJD880027)

On Kohlberg’s Suspension of Dewey’s Moral Imagination

Liu Xiaoliu1, Gao Desheng2   

  1. 1. Institute of Moral Education, Nanjing Normal University , Nanjing Jiangsu 210097, China
    2. Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China
  • Received:2019-04-28 Online:2019-05-15 Published:2021-06-15

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摘要：

传统道德哲学大多贬斥想象,杜威则充分关注想象力的道德价值,并通过阐明“移情投射”和“发掘情境中的各种可能性”这两种道德想象力的作用方式,给道德教育研究留下重要的启示。尽管柯尔伯格声称是杜威道德哲学的追随者,其道德认知发展理论却悬置了杜威的道德想象力思想。这种悬置导致了柯尔伯格道德认知发展理论建构及其在实践运用中的缺憾,同时反映出道德想象力长期以来在道德教育研究中的失语状态。道德想象力理应成为道德教育研究中新的理论生长点。

关键词: 道德想象力, 想象力, 杜威, 柯尔伯格, 道德教育

Abstract:

Most of the traditional moral philosophy derogates imagination, while Dewey pays full attention to the moral value of imagination, and through clarifying the two ways of the function of moral imagination: “empathy projection” and “exploring various possibilities in the moral context”,he leaves important enlightenment for the study of moral education. Although Kohlberg claims to be a follower of Dewey’s moral philosophy, his Moral Cognitive-Development Theory suspends Dewey’s thought of moral imagination. This kind of suspension may cause problems to Kohlberg’s Moral Cognitive-Development Theory and its application,and reflects the long-term aphasia of moral imagination in the field of moral education research. Moral imagination should be a new theoretical growth point in the field of moral education research.

Key words: moral imagination, imagination, Dewey, Kohlberg, moral education