頁籤選單縮合
題名 | 論德育與智育的關係--品格教育的難題=On the Relationship between the Cultivation of Morality and Intellect: The Dilemma of Character Education |
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作者 | 蘇永明; Su, Yung-ming; |
期刊 | 桃園教育領航學報 |
出版日期 | 20101200 |
卷期 | 2 2010.12[民99.12] |
頁次 | 頁29-47 |
分類號 | 528.32 |
語文 | chi |
關鍵詞 | 德育單獨設科; 德育融入各科; 品格教育; Moral teaching as a subject in curriculum; Moral teaching infused in every subject; Character education; |
中文摘要 | 本文是從道德行為的目的和手段的區分來探討德育與智育的關係。其中發現:凡是強調道德動機的理論,如康德、郭耳堡和儒家,會將德育當成是獨立的領域,且不太顧及達成德行的手段性知識(智育)。因此,在道德教育上主張單獨設科。而不強調道德動機的理論如蘇格拉底、亞理斯多德和杜威,則傾向於將德育與智育結合,認為能力強的人才可能完成更大的德行。在道德教育上,他們主張融入到各科之中。而以亞理斯多德倫理學為基礎的品格教育屬於後者,但筆者建議,宜從亞理斯多德的目的論出發,以「天生我才必有用」的角度來培養每一個學生。 |
英文摘要 | The article begins by separating aim and means in moral action for the cultivation of morality and intellect. And the findings are: Those stressing moral motivation, such as Kant, Kohlberg, and Confucianism tend to take morality as an independent sphere, and ignore the means for the fulfillment of moral action. Therefore, they take moral teaching as an independent subject in curriculum. Those who don’t emphasize moral motivation, such as Socrates, Aristotle, and John Dewey tend to combine morality and intellect as a whole in moral action. In moral education, they take it that moral teaching should be infused in every subject. Character education is based on Aristotelian ethics which favors those of high capability. But the author suggests that Aristotelian teleology should be stressed for the cultivation of every child. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。