【摘要】： 研究者利用兒童哲學對話法,在幼兒中建立倫理探究群體,圍繞“朋友”、“聽話”、“誠實”、“同情”、“謙讓”、“偷與拿”等六個倫理主題展開49次倫理探究活動。并配合相應的深度訪談和行為觀察,獲取到幼兒置身其中的各類倫理情境和諸多倫理生活故事。 在默會認識論的啟發(fā)下,研究者采用境遇倫理學的分析方法,對幼兒遭遇的倫理探究情境做出相應的縱向和橫向分析,著力呈現(xiàn)在變動的情境中幼兒對倫理問題的默會認識;并在此基礎上,對幼兒東東在園挨打的現(xiàn)實生活事件做綜合的情境分析,再次論證了關系情境及其情境中規(guī)則的清晰度對于幼兒倫理默會認識的影響。最后,在情境分析的基礎上,揭示學前期兒童在倫理情境中體驗到的大量默會認識,試著走近幼兒倫理視界的源頭。 本研究在兒童倫理認識的研究思路上嘗試兩個方面的突破: 首先,把情境從研究的“背景”置換為研究的“前景”。從境遇倫理學的“境遇決定實情”這一原則出發(fā),研究者關注的不僅是幼兒能夠用語言表達的明確倫理認識,更關注通過幼兒自己倫理行為呈現(xiàn)的難以用語言表達的默會認識,而這些通過行為來傳達的默會認識,是存在于具體的倫理情境之中的。所以,兒童置身其中的具體倫理情境成為本研究的重心。即:兒童的一切倫理認識(明確的與默會的)都是在具體的情境分析之中逐步呈現(xiàn)出來的。 其次,本研究對幼兒倫理認識的界定從能言傳的“明確認識”擴展到不能言傳、構成行動的“默會認識”,而且,從道德發(fā)展心理學的“分散性科學認識”擴展到和情境體驗相關的“整體性哲學認識”。研究者認為,兒童對任何一個具體的倫理行為的判斷和認識主要以默會的形式存在。即:當下的倫理行動是最主要的,而構成行動的不僅有對交往目的和交往對象的集中意識,更有對于自己身體、交往的外部線索和已有文化經(jīng)驗的諸多默會認識,這些認識往往難以言傳,而且是整合在具體的情境體驗之中的。 基于默會認識論視野中的倫理情境分析(第三、四、五章),研究者提出關于幼兒倫理視界的基本觀點有如下五點: (1)兒童通過社會交往生活和倫理探究來發(fā)展倫理認識。 (2)兒童的倫理認識大多是難以言傳的默會認識。故事和行動是幼兒的默會倫理認識的主要呈現(xiàn)形式。 (3)兒童的倫理認識具有情境的變化性和體驗的整體性。 (4)倫理情境類型以及情境中規(guī)則的清晰度對幼兒的倫理認識有直接影響。 (5)超越情境要以兒童和成人共同的生命體驗為基礎。共同的對死亡的恐懼體驗可以發(fā)展出倫理化的同情與愛。即使是幼兒,也有一種超越情境的倫理認識,就是基于愛的敏感性而產(chǎn)生的對于弱者的同情。 最后,研究者從情境分析的結(jié)論中走出,對倫理教育提出4點建議: 1、成人需要主動去關注幼兒置身其中的倫理生活情境,只有理解情境,才能走入幼兒的倫理默會視界。 2、對幼兒的倫理教育要在具體情境中進行,脫離情境的規(guī)范教育,邏輯上和事實上都是行不通的。 3、倫理教育的基礎是關愛生命的教育,對于幼兒,對他身體感受的關愛和敏感則是關愛的第一步。 4、哲學教育和藝術教育是通向倫理教育整體性的理想途徑。
[Abstract]:Using the method of children's philosophical dialogue, the researcher set up an ethical inquiry group in young children, and carried out 49 ethical inquiry activities around six ethical themes, such as "friends", "obedience", "honesty", "compassion", "humility", "stealing and taking". Situation and many ethical life stories.
Inspired by tacit epistemology, the researcher adopts the method of situational ethics to analyze the situation of ethical inquiry encountered by young children vertically and horizontally, focusing on presenting children's tacit understanding of ethical issues in a changing situation, and on this basis, to make a comprehensive analysis of the real life events of children being beaten in kindergartens. Situational analysis demonstrates the influence of the clarity of the rules in the context on the tacit understanding of children's ethics.
This study attempts to make two breakthroughs in the research of children's ethical cognition.
First of all, the situation is replaced by the "foreground" of the study. From the principle of "circumstance decides the truth" of circumstance ethics, the researcher pays attention not only to the explicit ethical knowledge that children can express in language, but also to the tacit understanding which is difficult to express in language through their own ethical behavior. Therefore, the specific ethical situation in which children are exposed becomes the focus of this study. That is, all the ethical knowledge (explicit and tacit) of children is gradually presented in the specific situation analysis.
Secondly, this study extends the definition of infant ethical cognition from "clear understanding" to "tacit understanding" which constitutes action, and from "dispersive scientific knowledge" of moral developmental psychology to "holistic philosophical knowledge" related to situational experience. The judgment and cognition of the ethical behavior of the body mainly exists in the form of tacit understanding, that is, the current ethical action is the most important, and the action consists of not only the centralized awareness of the purpose of communication and the object of communication, but also the tacit understanding of one's own body, external clues of communication and cultural experience. It is also integrated in the specific situational experience.
Based on the analysis of ethical situation from the perspective of tacit epistemology (Chapter 3, Chapter 4, Chapter 5), the researcher puts forward the following five basic viewpoints on infant ethical vision:
(1) children develop ethical knowledge through social interaction and ethical inquiry.
(2) Most of the children's ethical knowledge is tacit knowledge which is difficult to express. Stories and actions are the main forms of children's tacit ethical knowledge.
(3) children's ethical cognition has the changing situation and the integrity of experience.
(4) the types of ethical situations and the clarity of rules in situations have a direct impact on children's ethical cognition.
(5) Transcending the situation should be based on the common life experience of children and adults. The common fear of death can develop ethical sympathy and love. Even young children have an ethical understanding of transcending the situation, that is, sympathy for the weak based on the sensitivity of love.
Finally, the researcher comes out from the conclusion of situational analysis and puts forward 4 suggestions for ethical education.
1. Adults need to take the initiative to pay attention to the ethical life situation in which children are exposed. Only by understanding the situation can adults enter the perspective of children's ethical tacit understanding.
2. The ethical education for young children should be carried out in specific situations. It is logically and practically impossible to carry out normative education without context.
3. The basis of ethical education is life-loving education. For young children, caring and sensitive to their physical feelings is the first step of caring.
4, philosophy education and art education is an ideal way to the integrity of ethics education.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2007
【分類號】：G610

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