發(fā)布時(shí)間：2018-12-18 14:57

【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(shí)的。人的創(chuàng)造行為更需要思想和理論的指導(dǎo),需要精神的鼓舞與支撐。在這樣一個(gè)因?yàn)閷I(yè)化而原子化的文明中,學(xué)習(xí)哲學(xué)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(jià)值和欣賞價(jià)值,更具有精神價(jià)值。今天我們來學(xué)習(xí)和研究康德的哲學(xué)思想,不是要附庸風(fēng)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(dāng)前的時(shí)代中,與現(xiàn)今的教育融合,為教育的進(jìn)步和發(fā)展找到更加合理的理論支點(diǎn),搞好教育,服務(wù)社會(huì)。 康德的責(zé)任思想內(nèi)容豐厚,邏輯嚴(yán)密。在康德全部倫理思想之中,責(zé)任始終是他關(guān)切的中心問題,自由與責(zé)任的思考就成了他的基本理論活動(dòng)�？档乱缘滦哉摓榛A(chǔ)確立了責(zé)任倫理思想。在康德的責(zé)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?yàn)槿司哂袑?shí)踐理性,實(shí)踐理性通過自身立法,使人承擔(dān)出自道德律令的普遍的道德責(zé)任,使人作為自為的道德存在者而存在�？档聫�(qiáng)調(diào)在任何時(shí)候都應(yīng)把人當(dāng)作目的,而不能當(dāng)成工具或手段,這就意味著對(duì)人存在價(jià)值的充分肯定。人之所以為人的絕對(duì)價(jià)值就在于人能夠自我主宰、自我約束,能夠強(qiáng)制自己使責(zé)任化為現(xiàn)實(shí)的力量,而不會(huì)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(dòng)的存在論目標(biāo)。人應(yīng)該始終關(guān)懷自身存在的意義進(jìn)而關(guān)懷世界和人類的終極命運(yùn),從而賦予人的存在以人文主義情懷。他認(rèn)為,德性是意志的一種道德力量。人的行為是否具有道德價(jià)值,則完全取決于德性在其主體內(nèi)部對(duì)意志的指導(dǎo)和規(guī)約,也就是德性在主體內(nèi)部對(duì)意志的限定。而這種限定恰恰表現(xiàn)為對(duì)責(zé)任的恪守和履行,責(zé)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(dòng)機(jī),保持自身創(chuàng)造的道德法則的純潔性和嚴(yán)肅性。在實(shí)踐理性的主宰下,人就可以義無反顧地?fù)?dān)當(dāng)起自己的責(zé)任,正是這種對(duì)責(zé)任的承擔(dān),才使人自身的行為具有了道德價(jià)值。在康德責(zé)任思想中,道德規(guī)律也就是實(shí)踐理性為自身創(chuàng)制的道德法則,它是責(zé)任存在的內(nèi)在依據(jù)。 責(zé)任是人的根本,是一切道德的源泉。有關(guān)系就有責(zé)任,有責(zé)任就有道德。責(zé)任,乃是當(dāng)代社會(huì)衡量人的行為是否道德的標(biāo)尺。要培養(yǎng)出合格的人才,教學(xué)生會(huì)做事,首先要教會(huì)學(xué)生負(fù)責(zé)。教育應(yīng)把培養(yǎng)有責(zé)任意識(shí)、創(chuàng)造精神、創(chuàng)新能力的人才擺在突出的位置。因此,加強(qiáng)責(zé)任意識(shí)教育研究,正確評(píng)價(jià)責(zé)任意識(shí)現(xiàn)狀,把康德責(zé)任思想中蘊(yùn)涵的強(qiáng)調(diào)人的主體性,強(qiáng)調(diào)尊重道德規(guī)律的重要性,強(qiáng)調(diào)追求自由的不懈性的思想與責(zé)任教育結(jié)合,提出責(zé)任教育應(yīng)有的理念,引導(dǎo)責(zé)任教育的發(fā)展,為教育追求的終極目標(biāo)——幸福,負(fù)責(zé)。
[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，

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