本文選題：老子 + “無為”思想��； 參考：《曲阜師范大學(xué)》2017年碩士論文

【摘要】：國無德不興,人無德不立。一個(gè)國家不講道德就無法長久地屹立于世界民族之林,一個(gè)人缺失道德就無法在社會(huì)上立足。毋庸置疑,道德之于國家、社會(huì)和個(gè)人的發(fā)展至關(guān)重要。然而,當(dāng)前社會(huì)普遍存在的道德滑坡、誠信缺失等現(xiàn)象和問題令人堪憂。盡管我們?cè)谏鐣?huì)上不斷呼吁和倡導(dǎo)高尚的道德思想和行為,在學(xué)校教育中也開展各類德育活動(dòng),教育學(xué)生要做有高尚道德的人,但是德育活動(dòng)的實(shí)效性依然不如人意,讓人擔(dān)憂。因此,我們不得不對(duì)德育的思想和方式方法進(jìn)行反思,剖析問題產(chǎn)生的根源,以期在問題的解決上能有所突破。正是基于這種背景,筆者從老子的“無為”思想入手,思考和探尋問題解決的思路和途徑。當(dāng)前的道德教育,大多是以道德知識(shí)灌輸、道德行為規(guī)范約束的形式進(jìn)行的,這是一種由外而內(nèi)的人為的教育方式,它忽視了道德養(yǎng)成不能缺失和違背由內(nèi)而外的道德體驗(yàn)和內(nèi)化的一面,這也是當(dāng)前德育實(shí)效性不足的重要原因。老子的“無為”思想主張“無違”、“不妄為”、“人為有度”,強(qiáng)調(diào)凡事要遵循事物發(fā)展的本性,遵循人性發(fā)展的規(guī)律,反對(duì)違反事物和人性的本性而“過度人為”,否則將事與愿違。老子無為思想在很大程度上恰恰指出了當(dāng)前道德教育的問題,這啟示我們,道德教育要順應(yīng)道德發(fā)展之道來開展,道德教育絕不是把道德觀念、道德行為規(guī)范作為靜態(tài)的知識(shí)來學(xué)習(xí),而是強(qiáng)調(diào)德育活動(dòng)所使用的方式方法要注意以減損欲望、增強(qiáng)道德體驗(yàn)為主。反之,則勢(shì)必難以取得成效。本文分為三大部分:第一部分闡釋了老子“無為”思想的實(shí)質(zhì),將其概括為:“無違”、“不妄為”、“非不作為”、“人為有度”、“為道日損”。第二部分分析了當(dāng)前學(xué)校道德教育中出現(xiàn)的問題和面臨的困境,即道德教育知識(shí)化、道德教育生活化的扭曲和道德教育規(guī)約化。第三部分提出了“無為”思想指導(dǎo)下的道德教育的思路和路徑:一是道德教育要遵循道德發(fā)展之道,保護(hù)人的道德本性,尊重人性,設(shè)立適度的道德標(biāo)準(zhǔn);二是要淡化道德知識(shí)灌輸?shù)牡赖陆逃绞?認(rèn)識(shí)到道德知識(shí)對(duì)于道德發(fā)展的有限性,道德教育是知、情、意、行相統(tǒng)一的過程,美德更多的是在實(shí)踐中養(yǎng)成的,要多行不言之教;三是為道日損,要注意運(yùn)用減損欲望的道德教育方法,避免道德榜樣的負(fù)面效應(yīng),重視引導(dǎo)學(xué)生的道德行為出于本心;四是道德教育應(yīng)該突出體驗(yàn)性的特點(diǎn),道德教育必須重視學(xué)生的道德實(shí)踐體驗(yàn);五是道德教育應(yīng)以喚醒學(xué)生的德性為目的,而非以行為約束為目的;道德教育還應(yīng)不囿于道德規(guī)范,做正確的事,在行動(dòng)中將外部道德規(guī)范內(nèi)化為個(gè)體的道德品質(zhì)。
[Abstract]:No country without virtue, no man without virtue. A country without morality can not stand among the nations of the world for a long time. There is no doubt that morality is essential to the development of the nation, society and individuals. However, the current social widespread moral decline, lack of integrity and other phenomena and problems are worrying. Although we constantly appeal and advocate noble moral thought and behavior in the society, and carry out all kinds of moral education activities in school education, to educate students to be noble moral person, but the actual effect of moral education activity is still not satisfactory. It's worrying. Therefore, we have to reflect on the thought and method of moral education, analyze the origin of the problem, and hope to make a breakthrough in solving the problem. Based on this background, the author starts with Laozi's "inaction" thought, and explores the way to solve the problem. Most of the current moral education is carried out in the form of moral knowledge instillation and the restriction of moral norms of conduct, which is a form of artificial education from the outside to the inside. It ignores the fact that moral cultivation cannot be absent and violates the moral experience and internalization from inside to outside, which is also an important reason for the lack of actual effect of moral education at present. Laozi's thought of "inaction" advocates "no violation", "not acting in vain", and "artificial degree". He emphasizes that everything should follow the nature of the development of things, follow the laws of human development, and oppose the "excessive human behavior" which violates the nature of things and human nature. Otherwise, it will backfire. To a large extent, Laozi's thought of inaction precisely points out the current problems of moral education, which enlightens us that moral education should be carried out in accordance with the way of moral development, and moral education is by no means a moral concept. The code of moral behavior is studied as static knowledge, but it emphasizes that the ways and methods used in moral education activities should pay attention to detract from desire and strengthen moral experience. On the contrary, it will be difficult to achieve results. This paper is divided into three parts: the first part explains the essence of Laozi's thought of "inaction" and generalizes it as: "no violation", "not doing nothing", "artificial degree", "loss of day by day". The second part analyzes the problems and difficulties in the current school moral education, that is, the knowledge of moral education, the distortion of moral education in life and the regularization of moral education. The third part puts forward the thought and path of moral education under the guidance of "inaction": first, moral education should follow the way of moral development, protect human moral nature, respect human nature, and set up appropriate moral standard; The second is to desalinate the way of moral education inculcated with moral knowledge, and realize that moral knowledge is limited to the development of morality. Moral education is a process of unity of knowledge, emotion, meaning and action. Virtue is more cultivated in practice. Third, we should pay attention to the moral education method of detracting desire, avoid the negative effect of moral example, attach importance to guiding students' moral behavior out of their original mind; fourth, moral education should highlight the characteristics of experience. Moral education must attach importance to students' moral practical experience; fifth, moral education should be aimed at arousing students' virtue instead of behavior restraint, and moral education should not be confined to moral norms and do the right thing. Internalize external moral norms into individual moral qualities in action.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B223.1

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