超越理性主义对道德教育灌输问题的回应

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Theory and Research in Education Pub Date : 2021-05-20 DOI:10.1177/14778785211016322
Ilya Zrudlo
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引用次数: 5

摘要

灌输是教育中一个持续关注的问题,尤其是在关于道德教育的辩论中。解决这个问题的一种方法是制定一个合理的程序,能够有力地证明道德教育内容的潜在项目。我称之为“理性论证项目”。迈克尔·汉德的新书《道德教育理论》就是这种方法的代表。我的文章有三个部分。首先,我表明汉德的正当化程序——社会性正当化问题——不能达到他心目中的目的;它本身就失败了,甚至可能导致老师无意中陷入灌输。其次,我认为这种失败的原因比汉德对理性主义论证项目的特殊方法更深层;相反,被误导的是更广泛的项目本身,主要是由于其道德和理性的狭隘概念。第三,我通过借鉴亚里士多德的修辞学哲学,提供了一种阐述灌输问题的替代方法。我建议的方法将灌输问题重新文本化,并使人们关注教学情境的一系列更广泛的相关特征。
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Moving beyond rationalistic responses to the concern about indoctrination in moral education
Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the ‘rationalistic justification project’. Michael Hand’s recent book, A Theory of Moral Education, is representative of this approach. My essay has three parts. First, I show that Hand’s justificatory procedure – the problem-of-sociality justification – cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand’s particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle’s philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching–learning situation.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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