【摘要】：現(xiàn)階段大學(xué)生自殺、暴力行為、道德倫理喪失等現(xiàn)象頻出,我們不得不反思高等教育中存在的問題,顯然生命教育的缺失使得高等教育乃至社會整體的發(fā)展陷入了困境。首先高等教育在社會發(fā)展中模糊了自己的本質(zhì)使命;其次大學(xué)生生命教育忽視了大學(xué)生群體的特點;最后大學(xué)生生命教育缺乏對個體生命意義的追尋。在這種生命發(fā)展的困境下,恩格爾哈特的俗世生命倫理學(xué)為新時代背景下生命教育的發(fā)展實踐提供了新視角和新方法。俗世生命倫理學(xué)誕生在多元化和宗教權(quán)威坍塌的背景下,生命教育的發(fā)展也面臨同樣的背景,俗世生命倫理學(xué)的目的就是為各種具體共同體之間的矛盾沖突搭建和平解決的橋梁,他提出了允許原則是所有共同體應(yīng)當(dāng)遵循的最高原則,任何行善都需要生命主體的允許才具有價值,實現(xiàn)道德異鄉(xiāng)人之間合作交流的關(guān)鍵在于彼此之間的價值尊重和理解。從時代背景和原則理念上,俗世生命倫理學(xué)與現(xiàn)階段的大學(xué)生生命教育有很強的適配性,從其潛藏的生命教育意蘊中可以解讀出生命教育的新理念。在俗世生命倫理學(xué)視域中,首先生命教育能夠解決多元矛盾的關(guān)鍵在于人類集體潛意識中的共性價值和能量;其次生命教育強調(diào)個體的自我實現(xiàn);最后生命教育必須尊重受教育者的選擇自由、強調(diào)受教育者的生命責(zé)任承擔(dān),追尋自己的生命意義。所以在俗世生命倫理學(xué)的理論鋪墊下,大學(xué)生生命教育為了能夠適應(yīng)多元價值和日趨物質(zhì)化的社會環(huán)境就必須構(gòu)建俗世化的生命教育框架。首先,大學(xué)生生命教育必定是能夠包容多元價值的教育體系,教育本身就應(yīng)當(dāng)體現(xiàn)出多元化的色彩,但是為了防止多元化導(dǎo)致的混亂,要牢牢把握生命核心的共性價值,這些全人類所共有的生命價值是生命教育化解沖突實現(xiàn)合作的關(guān)鍵。生命教育應(yīng)用于實踐還需要具體的途徑和方法。目標(biāo)和希望作為生命發(fā)展的重要動力能夠激發(fā)個體潛在的力量,通過對大學(xué)生的職業(yè)規(guī)劃和就業(yè)輔導(dǎo)教育可以幫助大學(xué)生樹立一個明確的目標(biāo),通過自身的奮斗實現(xiàn)屬于自己的成功;通過加大通識教育課程的力度,讓大學(xué)生在學(xué)習(xí)欣賞文學(xué)藝術(shù)的同時能夠間接地感受到人性中共有的真、善、美和愛的力量,激發(fā)他們內(nèi)在的創(chuàng)造性和生命能量;對于成長中的大學(xué)生,困境不是生命的悲劇,受難恰恰是生命獲得重大成長的機遇,大學(xué)生能從每一次的受難中收獲對生命更深地理解,在受難中增強自己的精神和肉體,強化自己生命的意義。在俗世生命倫理學(xué)視域中大學(xué)生生命教育重點解決的問題主要包括以下三個方面:首先,大學(xué)生應(yīng)如何面對自己身處的多元化社會;其次,大學(xué)生的生命發(fā)展需要他們學(xué)會解決多元價值之間的矛盾沖突;最后,生命發(fā)展的核心是在價值混亂的社會中追尋自己生命的意義。
[Abstract]:At present, college students commit suicide, violent behavior, moral and ethical loss and other phenomena, we have to reflect on the problems in higher education, it is obvious that the lack of life education makes the development of higher education and society as a whole into a dilemma. First, higher education blurs its essential mission in social development; secondly, college students' life education ignores the characteristics of college students; finally, college students' life education lacks the pursuit of individual life meaning. In this predicament of life development, Engelhardt's worldly bioethics provides a new perspective and method for the development practice of life education in the new era background. Under the background of pluralism and collapse of religious authority, the development of life education also faces the same background. The aim of worldly bioethics is to build a bridge for the peaceful settlement of contradictions and conflicts between specific communities, and he proposes that the principle of permission is the supreme principle to be followed by all communities. Any good deed needs the permission of the subject of life to have value. The key to realize the cooperation and communication between moral aliens is to respect and understand each other's value. In terms of the background of the times and the concept of principles, the worldly bioethics has a strong adaptability to the college students' life education at the present stage, and the new concept of life education can be interpreted from its hidden implication of life education. In the perspective of worldly bioethics, the key of life education to solve multiple contradictions lies in the common value and energy of human collective subconscious consciousness, and the life education emphasizes the self-realization of individual. Finally, life education must respect the freedom of choice of the educatee, emphasize the responsibility of the educatee and pursue its own meaning of life. Therefore, in order to adapt to the pluralistic values and the increasingly materialized social environment, college students' life education must build a worldly life education framework under the theoretical foundation of worldly bioethics. First of all, life education for college students must be an education system that can contain multiple values. Education itself should embody the color of diversity. However, in order to prevent the chaos caused by diversity, we should firmly grasp the common values of the core of life. These values of life shared by all mankind are the key to conflict resolution and cooperation in life education. The application of life education in practice also needs specific ways and methods. As an important driving force of life development, goals and hopes can stimulate the potential strength of individuals. Through career planning and career guidance education for college students, they can help college students establish a clear goal. Through their own struggle to achieve their own success; By strengthening the general education curriculum, college students can learn and appreciate literature and art while indirectly feeling the common power of truth, goodness, beauty and love in human nature, so as to stimulate their inner creativity and life energy. For the growing university students, the plight is not the tragedy of life. Suffering is precisely the opportunity for life to gain great growth. College students can gain a deeper understanding of life from each suffering, and strengthen their spirit and body in suffering. Strengthen the meaning of your life. In the perspective of worldly bioethics, the key problems of college students' life education mainly include the following three aspects: first, how should college students face the pluralistic society in which they live; Secondly, the life development of college students requires them to learn to solve the conflicts between multiple values; finally, the core of life development is to pursue the significance of their own life in a society with chaotic values.
【學(xué)位授予單位】：江蘇大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G641

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