本文選題：文化生態(tài)　切入點(diǎn)：高校　出處：《湖南農(nóng)業(yè)大學(xué)》2013年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：道德是文化的核心,因人而生,為人而存,服務(wù)于“人”的發(fā)展。道德和文化自身的產(chǎn)生與發(fā)展過(guò)程中內(nèi)涵著和諧平衡的生態(tài)學(xué)思想。文化生態(tài)學(xué)將文化的發(fā)展變化納入生態(tài)學(xué)的思維視野,不僅是文化研究的進(jìn)步,也是對(duì)人類(lèi)生存狀況惡化的積極回應(yīng),試圖從文化角度尋求人類(lèi)的新出路。 高校德育的無(wú)力源于德育的不和諧,其根本原因在于高校德育對(duì)“人”的片面化理解。在文化生態(tài)學(xué)看來(lái),人是一種處于自然,社會(huì),他人以及自我關(guān)系網(wǎng)上的文化動(dòng)物,人的全面發(fā)展本質(zhì)上就是要謀求人與四種關(guān)系的和諧。因此,高校德育的和諧之路也就是在德育過(guò)程中謀求四種關(guān)系的和諧之路。 高校德育四種關(guān)系和諧中,人與自我的不和諧體現(xiàn)在：道德理想的失落導(dǎo)致歸屬感的缺失；自我認(rèn)同的危機(jī)導(dǎo)致理想信念迷茫；知識(shí)結(jié)構(gòu)的失衡影響人格健全。人與他人關(guān)系的不和諧涉及師生關(guān)系,生生關(guān)系,學(xué)校與學(xué)生關(guān)系。人與社會(huì)關(guān)系不和諧包括德育的意識(shí)形態(tài)化導(dǎo)致其政治化；功利化導(dǎo)致德育成為一種工具；娛樂(lè)化導(dǎo)致德育的低俗化。人與自然的不和諧體現(xiàn)在德育中對(duì)生命關(guān)注不夠,對(duì)大自然缺乏敬畏之心等。針對(duì)以上問(wèn)題,文章提出以和諧平衡為原則,以關(guān)注德育中生命價(jià)值為基礎(chǔ),立足于學(xué)校生活,保證德育自身的獨(dú)立性,最終落實(shí)為學(xué)生個(gè)人的全面自由發(fā)展的生態(tài)化之路。
[Abstract]:Morality is the core of culture. It serves the development of "human". In the process of the emergence and development of morality and culture itself, there is a harmonious and balanced ecological thought. Cultural ecology brings the development and change of culture into the perspective of ecology, which is not only the progress of cultural research. It is also a positive response to the deterioration of human living conditions, trying to seek a new way out from the angle of culture. The weakness of moral education in colleges and universities originates from the disharmony of moral education, and the fundamental reason lies in the one-sided understanding of "human" in moral education in colleges and universities. In the view of cultural ecology, man is a kind of cultural animal in the network of nature, society, others and self-relations. In essence, the overall development of human beings is to seek the harmony between human beings and the four kinds of relations, therefore, the harmonious road of moral education in colleges and universities is to seek the harmonious road of the four kinds of relations in the process of moral education. In the four kinds of harmonious relationships of moral education in colleges and universities, the disharmony between man and self is reflected in: the loss of moral ideal leads to the lack of sense of belonging, the crisis of self-identity leads to the confusion of ideal and belief; The imbalance of knowledge structure affects the integrity of personality. The disharmony between people and others involves the relationship between teachers and students, the relationship between students and students, the relationship between school and students, and the disharmony between people and students, including the politicization of moral education. Utilitarianism leads to moral education becoming a tool, entertainment leads to the vulgarization of moral education. The disharmony between man and nature is reflected in the lack of attention to life and lack of awe of nature in moral education. Based on the principle of harmony and balance and the concern for the value of life in moral education, this paper puts forward that the moral education should be based on the school life, ensure the independence of the moral education itself, and finally be implemented as the ecological road of the students' all-round and free development.
【學(xué)位授予單位】：湖南農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G641

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