【摘要】： 歷史是人創(chuàng)造的。人是萬物之靈,人的行為不是盲目的,不是無意識的。人的創(chuàng)造行為更需要思想和理論的指導,需要精神的鼓舞與支撐。在這樣一個因為專業(yè)化而原子化的文明中,學習哲學有助于我們維持一種總體視野。像康德這樣的思想巨人給我們帶來的不僅是歷史價值和欣賞價值,更具有精神價值。今天我們來學習和研究康德的哲學思想,不是要附庸風雅、嘩眾取寵。而是為了開闊我們的眼界,啟迪我們的智慧,從中汲取積極的思想成果。將其整合到當前的時代中,與現(xiàn)今的教育融合,為教育的進步和發(fā)展找到更加合理的理論支點,搞好教育,服務社會。 康德的責任思想內(nèi)容豐厚,邏輯嚴密。在康德全部倫理思想之中,責任始終是他關(guān)切的中心問題,自由與責任的思考就成了他的基本理論活動�？档乱缘滦哉摓榛A確立了責任倫理思想。在康德的責任思想中,人作為有限理性的存在,都是自在地作為目的而存在的。人之所以是自在的目的,是因為人具有實踐理性,實踐理性通過自身立法,使人承擔出自道德律令的普遍的道德責任,使人作為自為的道德存在者而存在�？档聫娬{(diào)在任何時候都應把人當作目的,而不能當成工具或手段,這就意味著對人存在價值的充分肯定。人之所以為人的絕對價值就在于人能夠自我主宰、自我約束,能夠強制自己使責任化為現(xiàn)實的力量,而不會像其他非理性存在物那樣屈從于自然的欲望,為感性欲求所左右。人有意志自由,并且以“人是目的”為自身行動的存在論目標。人應該始終關(guān)懷自身存在的意義進而關(guān)懷世界和人類的終極命運,從而賦予人的存在以人文主義情懷。他認為,德性是意志的一種道德力量。人的行為是否具有道德價值,則完全取決于德性在其主體內(nèi)部對意志的指導和規(guī)約,也就是德性在主體內(nèi)部對意志的限定。而這種限定恰恰表現(xiàn)為對責任的恪守和履行,責任的內(nèi)驅(qū)力就是意志的道德力量,它排除了一切外來的干擾,清除了全部利己的動機,保持自身創(chuàng)造的道德法則的純潔性和嚴肅性。在實踐理性的主宰下,人就可以義無反顧地擔當起自己的責任,正是這種對責任的承擔,才使人自身的行為具有了道德價值。在康德責任思想中,道德規(guī)律也就是實踐理性為自身創(chuàng)制的道德法則,它是責任存在的內(nèi)在依據(jù)。 責任是人的根本,是一切道德的源泉。有關(guān)系就有責任,有責任就有道德。責任,乃是當代社會衡量人的行為是否道德的標尺。要培養(yǎng)出合格的人才,教學生會做事,首先要教會學生負責。教育應把培養(yǎng)有責任意識、創(chuàng)造精神、創(chuàng)新能力的人才擺在突出的位置。因此,加強責任意識教育研究,正確評價責任意識現(xiàn)狀,把康德責任思想中蘊涵的強調(diào)人的主體性,強調(diào)尊重道德規(guī)律的重要性,強調(diào)追求自由的不懈性的思想與責任教育結(jié)合,提出責任教育應有的理念,引導責任教育的發(fā)展,為教育追求的終極目標——幸福,負責。
[Abstract]:History is created by people. The man is the spirit of a man, and the act of a man is not blind, not an unconsciousness. The creation behavior of the human needs the guidance of the thought and the theory, and needs the inspiration and support of the spirit. In such a civilised, professional civilization, learning philosophy helps us to maintain an overall vision. The thought giant like Kant gives us not only the historical value and the appreciation value, but also the spiritual value. Today we have come to study and study the philosophy of Kant, not to be in the form of a quack, and to make the most of it. but to broaden our horizons, to enlighten our wisdom and to draw positive ideas from it. integrating it into the current age, combining with the present education, to find a more reasonable theoretical fulcrum for the progress and development of education, and to do well the education and service society. Kant's theory of responsibility is rich and logic In Kant's all ethical thoughts, the responsibility is always the central question of his concern, and the thinking of freedom and responsibility becomes his basic theory Activity. Kant established the responsibility ethics based on the theory of virtue. In Kant's theory of responsibility, the existence of human as a limited reason is self-existence as the purpose. At the same time, the reason is that the person has the purpose of self-determination, because the person has the practical reason, the practical reason through its own legislation, the person assumes the universal moral responsibility from the moral law order, The existence of Kant stressed that, at all times, the person should be used as an object and not as a tool or a means, which means that there is a sufficient value for the person The absolute value of a person is that the person can self-rule, self-discipline, can force himself to turn the responsibility into the power of reality, not to the nature's desire as the other irrational existence, and to seek for the desire Left and right. People have the freedom of will and take the 鈥淢an is the purpose鈥，

本文編號：2386012