约翰·密尔教育伦理思想研究

摘  要：约翰·斯图亚特·密尔(又译约翰·穆勒)是19世纪英国著名的思想家和教育家，他的思想涉及到诸多领域，分别在伦理、政治、经济、哲学、逻辑和宗教方面。他坚持边沁“最大多数人的最大幸福”的功利原则，他用幸福理论修正和发展了边沁的功利主义伦理学说，在实践上赢得了众多的拥护者。密尔非常关心当时英国社会的教育问题，并主张将对国民的教育作为英国社会改革的主要工具。密尔认真分析自己受教育的经历，并结合当时英国社会的现状，提出了自己的教育伦理的观点。本文试图对密尔教育伦理思想的理论进行全面的阐释，以寻找教育伦理的精华并在我国当前的教育中应用实践。

第一部分是本文的引言，通过阐述进而明确选题的目的和意义，以及国内学者对密尔教育伦理理论的前瞻性研究，从而引出对约翰·密尔教育伦理思想理论与实践指导相结合的价值思考。

第二部分是约翰·密尔教育伦理思想产生的背景。约翰·密尔生活英国工业革命的时代，当时资本主义的商品经济的要求，在肯定个人利益的前提下保障这社会的公共利益，以维护商品经济和大生产良好的秩序为前提。作为功利主义思想的拥护者和捍卫者，他以“最大多数人的最大幸福”对当时的教育问题进行高度关注，他主要将关注的问题放在理论和实际的结合上，并且在这个基础上提出教育伦理的主要观点。密尔的家庭为他接受良好的教育与探究教育的伦理精神奠定了坚实的基础;同时他伟大的理论也是在吸收前辈思想家理论精华的基础上加上个人的勤奋和努力才得以完成的。

第三部分是约翰·密尔教育伦理思想的内容解析。对以幸福为主旨的教育目的剖析，基础教育的使命、大学教育的理想以及实用的课程理论的功利伦理观的分析;利己与利他相协调，培养受教育者的道德情感，并增进受教育者的精神幸福和功利诉求的探寻。

第四部分是对约翰·密尔教育伦理思想的价值评析。密尔的功利主义教育思想民主性、人文性和现实性等特点和对当时英国教育的影响，并对约翰·密尔教育局限性进行了分析，取其精华弃其糟粕，吸收密尔理论的精华充分发挥其对我国道德教育的启示意义。

关键词：约翰·密尔；教育伦理；价值

总  结：本文通过密尔教育伦理思想的阐述，可以看出密尔所主张的教育伦理思想与我国转型期的经济发展相适应，为我们找回了中华民族文明启蒙之初的教育，在教育中探寻出对人性的培养，当教育本身具备了该有的人性和智慧后，才能够通过教育培养出更多的人才，培养适合社会的有用之人，只有有了人性的教育才能有助于社会更加长远的发展。在教育的过程中充分的体现了伦理教育的精神，自由发散的思考模式有助于教育的全面发展，重视起理智和情感的平衡，对伦理教育进行了新的思考

密尔教育伦理思想虽然有其局限性，但是却为我们中国目前的教育所应该坚持的伦理精神的核心指明了方向。由于本人学术水平的浅薄，对密尔教育伦理思想的精神做出的合理分析以及对于我国当前教育的指导意义分析的不够全面，有待于在以后的工作和学习中继续钻研。

Abstract: John Stuart Mill (John Muller, and translation of John Stuart Mill, 1806-1873) was a 19th century utilitarian thinker and social reformist. His ideas relate to ethics, politics, economics, philosophy, logic, religion and many other fields. He was an advocate of Jeremy Bentham's "greatest happiness for the greatest number of people" utilitarian principle. He did, however, make a few amendments to Bentham's theories and he came to be seen as one of the central figures in utilitarianism in his own right. Mill was interested in education, which he saw as a tool for reform. Mill was highly concerned about the poor social situation in the United Kingdom at the time. The theories he put forward were based largely on the problems he could see in society, as well as his own personal experiences with education. This paper will discuss Mill's ideas and attempt to draw conclusions which could be useful today.

Part one serves as an introduction and will outline the goals of this paper, as well as some of the existing research in China that has been done on John Stuart Mill theories on education. This will include a brief discussion on the value that Mill's theories possess and their potential practical use.

Part two concerns the background of John Stuart Mill's theories on educational ethics. John Stuart Mill's lived in an era of an increasingly developed commodity economy, which presented new moral challenges. As one who sought "the greatest happiness of the greatest number", it is natural that he became greatly interested in the state of education in Britain. It was on the basis that he began to promote his ideas on" moral education". The high quality education his family provided for him gave him a particularly good grounding for the work he would do on this. In addition, he was extremely well read in the theories of older contemporary thinkers, which he could use as a solid foundation for his own work.

The third part is an analysis of Mill's work itself.  In particular, there will be discussion of the centrality of happiness in his theories; his mission to improve basic education, his ideals views on ideals regards university education, as well as a practical analysis of the school curriculum in respect to utilitarianism. There will also be a look at his views on the balance between helping oneself and helping others, as well as the promotion of morality among the wider populace.

Part four will assess the value of John Stuart Mill's theory on educational ethics. In particular there will be discussion of how the democratic, humanitarian and practical aspects of utilitarianism influenced the Britain of the time. Finally, there will be a look at some of the limitations of Mill's theories in an attempt to sort what is useful and what is not. This way, Mill's theories can be used to their fullest in order to improve moral education in China.

Key words: John Stuart mills; educational ethics; Values

（周峰  沈阳师范大学硕士研究生学位论文）