本文選題：終身德育　切入點(diǎn)：學(xué)習(xí)型社會　出處：《南開大學(xué)》2014年博士論文　論文類型：學(xué)位論文

【摘要】：終身德育實踐的存在有著悠久的歷史和豐富的實踐積累,中國的終身德育實踐可以追溯到孔子的《論語·為政》篇,而西方的終身德育實踐則可以追溯到柏拉圖的“智力即知識、知識即美德”的訓(xùn)導(dǎo)。但是,關(guān)于終身德育理論的研究是1965年終身教育理念提出后才興起的。1965年保羅·朗格朗(PaulLengrand)在聯(lián)合國教科文組織“第三屆促進(jìn)成人教育國際委員會”上做了題為“終身教育”的學(xué)術(shù)報告,報告首次討論了“終身教育”問題,它同時也標(biāo)志著國際終身教育思想的確立。最初,終身德育是作為終身教育思想的一個重要組成部分而出現(xiàn)的,因此終身教育的產(chǎn)生同時也標(biāo)志著終身德育理論的萌芽。 與終身教育和終身德育思想同時代產(chǎn)生的還有學(xué)習(xí)型社會理論,1968年哈欽斯的學(xué)習(xí)型社會理論伴隨著其著作《學(xué)習(xí)社會》(Learning Society)一書的出版而風(fēng)行。在聯(lián)合國教科文組織和世界各國學(xué)習(xí)化浪潮的推動下,學(xué)習(xí)型社會逐漸發(fā)展成為了一種新型的社會形態(tài)并成為了全球發(fā)展戰(zhàn)略的一個重要組成部分。終身德育和終身教育是學(xué)習(xí)型社會建設(shè)中的重要環(huán)節(jié)和核心特征,因此論文選取學(xué)習(xí)型社會建設(shè)中的終身德育作為研究對象,既是對道德教育思想的發(fā)展和豐富,同時也是對學(xué)習(xí)型社會建設(shè)實踐的進(jìn)一步探索和創(chuàng)新。 論文從學(xué)習(xí)型社會和終身德育的關(guān)系入手,就學(xué)習(xí)型社會和終身德育的概念和發(fā)展脈絡(luò)進(jìn)行了梳理,歸納、概括出了道德教育視角的終身德育概念。以往的終身德育概念往往是從教育學(xué)視角進(jìn)行的分析,缺少對人的關(guān)懷和人性的關(guān)注。 既然將“人”這一道德主體作為終身德育的核心問題進(jìn)行研究,因此人同周邊的關(guān)系的協(xié)調(diào)和人在環(huán)境中的和諧發(fā)展就成為了終身德育研究的主要內(nèi)容。論文從教育學(xué)視角的終身德育概念中剝離出來,從人的生存、生活和發(fā)展三個維度對終身德育的基本價值、現(xiàn)實價值和理想價值進(jìn)行了分析。 作為一個融合哲學(xué)、教育學(xué)、心理學(xué)和社會學(xué)等多學(xué)科知識為一體的復(fù)雜理論體系,終身德育的發(fā)展受到了西方哲學(xué)和西方心理學(xué)主導(dǎo)思想的映射,保羅·朗格朗(Paul Lengrand)提出了塑造現(xiàn)實人、追求幸福生活、實現(xiàn)人的適應(yīng)性的社會學(xué)習(xí)終身德育模式；彼得·賈維斯(Peter Jarvis)發(fā)展了以人文主義和全人性為特征的實用主義終身德育模式；莫爾·萊斯特完善了以自我認(rèn)知和自我發(fā)展為核心的人本主義終身德育理論模式。 在終身德育發(fā)展近50年的歷史中,法國、日本和美國都形成了具有自身特色的終身德育實踐模式。法國作為現(xiàn)代文明的發(fā)祥地,其終身德育實踐強(qiáng)調(diào)社會的參與和社會力量作用的發(fā)揮,形成了終身德育的社會化模式；美國終身德育強(qiáng)調(diào)道德的“習(xí)得”,注重人在道德獲得中的自主性和自由性,形成了終身德育的學(xué)習(xí)化模式；日本的終身德育實踐,從目標(biāo)的確定、到內(nèi)容的設(shè)置、再到社會道德的踐行都體現(xiàn)了其法制化的特征。 世界各國的終身德育理論和實踐有著其共性的部分,但是道德作為一種意識形態(tài)又具有不可抹殺的國家屬性和民族特征。我國正處在全面建成小康社會的關(guān)鍵時期,道德作為上層建筑要服務(wù)于全面建成小康社會的經(jīng)濟(jì)基礎(chǔ),因此論文確定了以“和諧”為內(nèi)核,以人的全面發(fā)展、幸福生活和社會和諧為目標(biāo)的中國特色社會主義終身德育理論,在此基礎(chǔ)上劃分了終身德育的教育階段,確定了終身德育的教育內(nèi)容。 中國的終身德育實踐同世界上其他國家的德育實踐有所不同。西方社會的終身德育實踐是在民間組織和社會團(tuán)體的推動下產(chǎn)生和發(fā)展的。中國終身德育理論和實踐產(chǎn)生的主要動力源來自于政府和政黨的推動,并形成了科學(xué)發(fā)展觀指導(dǎo)下的中國終身德育實踐模式—學(xué)習(xí)型政黨和學(xué)習(xí)型政府。 終身德育通過分階段的道德教育來實現(xiàn)人的發(fā)展同政治、經(jīng)濟(jì)、社會、文化和生態(tài)發(fā)展的相適應(yīng),體現(xiàn)了道德教育的先進(jìn)性、創(chuàng)新性和時代性。
[Abstract]:Life moral education practice has accumulated a long history and rich practice, can be traced back to the practice of lifelong moral education China Confucius "the Analects of Confucius political discourse and practice of lifelong moral education", the west can be traced back to Platon's "intelligence is knowledge, knowledge is virtue" training guide. However, the research about life the theory of moral education is put forward the concept of lifelong education in 1965 after the rise of Paul Lengrand.1965 (PaulLengrand) in the UNESCO third session of the International Committee on the promotion of adult education "was entitled" lifelong education "academic report, the report is discussed for the first time" lifelong education ", it also marks the establishment of the international the idea of lifelong education. First, lifelong moral education is emerging as an important part of lifelong education, lifelong education has therefore also marks a lifelong moral education The sprout of theory.
Have the same age and lifelong education and lifelong education thought and the theory of learning society, learning society theory with the 1968 Nianhaqinsi works < the learning society (Learning Society) "a book published and popular. In the UNESCO and the world tide of learning under the impetus of the learning society gradually development as a new form of society and has become an important part of the global development strategy. Lifelong moral education and lifelong education is an important part and the core features of the construction of learning type society, so the thesis selects the moral construction of lifelong learning society as the research object, is the ideological and moral education and the development of rich. At the same time but also to learn the practice of social construction of the further exploration and innovation.
From the learning society and lifelong moral relation is a learning society and lifelong education concept and development context is reviewed, summarized, summed up the concept of lifelong moral education. Moral education from the perspective of lifelong moral education concept of the past often is analyzed from the perspective of education, lack of caring for people and nature pay attention to.
Since the "people" the moral subject as the core problem of the lifelong moral education research, therefore the harmonious development in the environment with neighboring relationship coordination and people has become the main content of lifelong moral education research. The concept of lifelong moral education separated from education perspective, from the perspective of existence, basic value the life and development of the three dimensions of lifelong moral education, analyzes the realistic value and ideal value.
As a fusion of philosophy, pedagogy, psychology and sociology and other complex theoretical system of multi-disciplinary knowledge as a whole, the development of lifelong moral education by mapping the western philosophy and Western Psychology of leading thought, Paul Lengrand (Paul Lengrand) is proposed to shape reality, the pursuit of happiness, social learning and lifelong moral education mode to realize people's adaptability; Peter Jarvis (Peter Jarvis) to the development of the humanism and human characteristics of pragmatism of lifelong moral education mode; Moore Leicester in order to improve the self cognition and self development as the core of the humanism theory of lifelong moral education mode.
Lifelong moral education in nearly 50 years of development history, France, Japan and the United States have formed a lifelong moral education practice mode has its own characteristics. The French as the birthplace of modern civilization, emphasizing social participation and social forces the lifelong moral education practice of the play, forming a social model of lifelong moral education; lifelong moral education emphasizes the United States the moral "acquisition", pay attention to people in the moral autonomy and freedom, forming a learning model of lifelong moral education; lifelong moral education practice in Japan, from the target, content settings, and then to the practice of social morality reflects the characteristics of the legal system.
The world of lifelong moral education theory and practice has its general character part, but as a kind of ideology and morality has not denied the national property and national characteristics. China is in a critical period of building a moderately prosperous society, morality as the superstructure to service built in the comprehensive economic base of a well-off society, so the the "harmony" as the core, to the all-round development of people, lifelong moral education theory Chinese socialist happy life and social harmony as the goal, based on the division of the education of lifelong moral education, the education content of lifelong moral education.
The practice of moral education China lifelong moral education practice with other countries of the world are different. The practice of lifelong moral education in western society is in the promotion of non-governmental organizations and social groups and development. The main sources of power generation to promote China lifelong moral education theory and practice from the government and the party, and the formation of Scientific Outlook on Development under the guidance of Chinese lifelong moral education practice model of learning party and learning government.
Lifelong moral education adapts to the development of politics, economy, society, culture and ecology through staged moral education, which embodies the advanced nature, innovation and epochal character of moral education.

【學(xué)位授予單位】：南開大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：D64

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