本文關(guān)鍵詞：利奧塔后現(xiàn)代社會學(xué)的道德觀及其啟示　出處：《曲阜師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

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【摘要】：當(dāng)下中國，正處于由傳統(tǒng)社會向現(xiàn)代社會的轉(zhuǎn)型時期，經(jīng)濟全球化、文化價值多元化與現(xiàn)代信息技術(shù)的普及化趨勢愈益彰著，道德和道德教育也由此處于多元文化價值體系的交融和不同道德價值相互激蕩與沖突中。道德和道德教育正面臨著前所未有的窘境與挑戰(zhàn)。傳統(tǒng)的學(xué)校道德教育模式已無法解決這些愈益顯現(xiàn)的困境，必須訴諸一種新的理論框架與思維范式，方能化解由社會轉(zhuǎn)型帶來的道德困境與道德教育困惑。利奧塔之“后現(xiàn)代社會學(xué)”視域中的道德設(shè)計，即是一種直面社會轉(zhuǎn)型及其道德困境的極富啟發(fā)意義的思想成果。 讓-弗朗索瓦·利奧塔是一位享有世界聲譽的當(dāng)代法國后現(xiàn)代主義思潮的思想巨臂，是著名的哲學(xué)家。他是當(dāng)代法國后結(jié)構(gòu)主義的有力代表，更是后現(xiàn)代“話語”最具代表性的人物。利奧塔借用維特根斯坦的“語言游戲”理論中的相關(guān)概念，通過對“元敘事”的懷疑以及對現(xiàn)代知識和技術(shù)的批判等，為我們提供了一種不同于傳統(tǒng)思維的思想體系。其對傳統(tǒng)“宏大敘事”的批判，，提醒人們在認(rèn)識總體化思維范式之缺弊的同時，應(yīng)高度注意差異的存在及其方法論意義，重新認(rèn)識因現(xiàn)代理性的泛濫而被長期遮蔽了的差異性思維的時代意義，以避免隨處可見的對普遍標(biāo)準(zhǔn)和價值的不公正運用。利奧塔的這一后現(xiàn)代社會學(xué)旨趣，對道德教育的思維方式與實踐計劃的優(yōu)化具有重要的方法論價值。在利奧塔看來，傳統(tǒng)的理性化道德，已然消失在劇烈流變著的當(dāng)代社會實踐存在之中，理性化的道德正逐漸被充滿著審美情趣與個性美德的快感道德所替代。可以說，利奧塔后現(xiàn)代社會學(xué)中所散發(fā)出來的道德氣息為道德教育的革新提供了一種獨特的視角。 論文通過深入分析利奧塔后現(xiàn)代社會學(xué)思想形成的時代背景和理論根基，較為詳細(xì)地闡述了利奧塔后現(xiàn)代社會學(xué)思想的理論旨趣，并以此為基礎(chǔ)進(jìn)一步分析了利奧塔后現(xiàn)代社會學(xué)思想中所蘊含的道德觀：即反對道德的基礎(chǔ)主義，倡導(dǎo)道德的多元性及價值的異質(zhì)性；批判道德的“宏大敘事”，推崇道德的“小型敘事”；否棄道德規(guī)訓(xùn)與價值宰制，彰顯道德教育的人文關(guān)懷等。爾后，對利奧塔后現(xiàn)代社會學(xué)思想的主要價值所在與局限性進(jìn)行了較為客觀、辯證的分析。最后，對利奧塔后現(xiàn)代社會學(xué)思想中所蘊含的道德觀及其對當(dāng)前我國道德教育改革的啟蘊，作了比較具體的理論推究與展望。這種啟示可表現(xiàn)六個方面：道德教育應(yīng)探尋解構(gòu)性的道德研究范式；道德教育應(yīng)注重道德價值的多元性與異質(zhì)性；道德教育應(yīng)建構(gòu)民主平等的師生關(guān)系；道德教育應(yīng)凸顯開放性的課程觀念；道德教育應(yīng)改觀授受式的道德教學(xué)模式；道德教育應(yīng)營造反思性的教育環(huán)境。
[Abstract]:At present, China is in a period of transition from traditional society to modern society. The trend of economic globalization, cultural value diversification and the popularization of modern information technology is becoming more and more obvious. Moral and moral education is therefore in the blending of multicultural value system and the conflict between different moral values. Moral and moral education is facing unprecedented difficulties and challenges. Traditional school moral education is facing unprecedented difficulties and challenges. The model is no longer able to resolve these increasingly apparent dilemmas. We must resort to a new theoretical framework and thinking paradigm in order to resolve the moral dilemma and moral education confusion brought about by social transformation. Liotta's moral design in the field of "post-modern sociology". That is, it is a very enlightening result of facing the social transformation and its moral dilemma. Jean-Fran 莽 ois Leota is a world-renowned modern French postmodernist thought, a famous philosopher, a powerful representative of contemporary French post-structuralism. Liotta borrows the relevant concepts from Wittgenstein's Theory of language Game and criticizes modern knowledge and technology through the suspicion of "meta-narrative" and the criticism of modern knowledge and technology. It provides us with a different ideological system from the traditional thinking, which criticizes the traditional "grand narrative" and reminds people to understand the disadvantages of the general thinking paradigm at the same time. Great attention should be paid to the existence of difference and its methodological significance, and the significance of the age of difference thinking, which has been obscured for a long time by the flood of modern reason, should be re-recognized. In order to avoid the widespread unfair application of universal standards and values. Liotta's post-modern sociological purport. The optimization of thinking mode and practical plan of moral education has important methodological value. In Liotta's view, the traditional rational morality has disappeared into the existence of contemporary social practice. Rational morality is gradually replaced by pleasure morality which is full of aesthetic interest and personality virtue. The moral breath in Liotta's post-modern sociology provides a unique perspective for the innovation of moral education. Through the in-depth analysis of the background and theoretical foundation of Liotta's post-modern sociological thought, this paper expounds in detail the theoretical purport of Liotta's postmodern sociological thought. On this basis, the author further analyzes the moral outlook contained in Liotta's postmodern sociological thought: namely, opposing the basic doctrine of morality, advocating the pluralism of morality and the heterogeneity of value; The "grand narration" of criticizing morality and the "small narrative" of advocating morality; Whether to abandon moral discipline and the system of value killing, to highlight the humanistic care of moral education, etc. After that, the main value and limitation of Liotta's postmodern sociological thought are analyzed objectively and dialectically. Finally. The moral outlook contained in Liotta's postmodern sociological thought and its implication to the current moral education reform in China. This enlightenment can be shown in six aspects: moral education should explore the deconstruction of moral research paradigm; Moral education should pay attention to the diversity and heterogeneity of moral values; Moral education should construct a democratic and equal teacher-student relationship; Moral education should highlight the open concept of curriculum; Moral education should change the mode of moral teaching. Moral education should create a reflective educational environment.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G410

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