孔子教育伦理思想研究                                  

摘  要：教育伦理思想古已有之，孔子作为中华民族历史上第一位伟大的教育家、哲学家和思想家以及中国伦理思想史上第一位具有较完整思想体系的伦理学家(朱贻庭语)，他的教育伦理思想更应当是首当其冲。文章研究的目的和意义是在阐释教育伦理基本概念的基础上，通过对孔子教育伦理思想的形成原因、基本内核、历史局限性以及当代价值试图给予较为科学而又合理的析理，为中国特色教育伦理学的创建以及社会主义教育的改革与发展提供有益而又重要的资源性价值和伦理支撑。

    教育伦理即教育的伦理，是指教育本身以及在教育过程、教育活动中所发生的人与人之间的伦理道德关系和问题。换言之，教育伦理就是指以伦理道德的视角或者维度探究教育本身以及教育活动，并且具有多层次性、动态生成性的专门范畴。

    文章从经济、政治和思想文化三方面对孔子教育伦理思想形成的时代背景给予阐述，并指出，孔子教育伦理思想的形成是时代的产物。关于孔子教育伦理思想的基本内核，不同的学者有不同的看法。较全面地概括孔子教育伦理思想的基本内核至少应当包括以下五大方面:（1）“有教无类”的教育伦理理念，包括“有教无类”的内涵、提出的依据及其价值表征即教育的公平性;（2）教育伦理思想的基石:“仁”与“礼”的统一，其中“仁”是孔子教育伦理思想的核心，“礼”是孔子教育伦理思想的约束机制，同时它们犹如人的两只手一样是互相映射、密不可分的;(3)“学而不厌，诲人不倦”的师德要求，“学而不厌”意味着孔子“学高为师”，“诲人不倦”则昭示着他“身正为典范”，为师者应当做到既“学而不厌”又“诲人不倦”;(4)“文、行、忠、信”的教育伦理内容;(5)“学思结合”、“启发诱导”和“因材施教”的教育伦理原则与方法。与此相对应，对孔子教育伦理思想的当代价值做出了如下的概括:(1)“有教无类”——教育伦理的公平理念，“有教无类”扩大了受教育的对象和范围，这一理念所包含的当代意蕴，就是“教育应当是公平的教育”，然而，反思我们目前的教育，要真正实现公平仍有很长的一段路要走;(2)“仁”与“礼”——“以德治校”与“依法治校”，教育不论怎样改革，必须将“以德治校”与“依法治校”两大战略有机结合，才能真正实现教育又快又好的发展;(3)“学而不厌”与“诲人不倦”——德才兼备，“才”是为师的显性资本，是外在的资质，“德”是为师的隐性资本，是内在品质，二者有机统一，缺一不可;(4)“文行忠信”——“五育并举、德育为首; (5)“学思结合”、“启发诱导”与“因材施教”——主体化与个性化。

    毋庸讳言，孔子的教育伦理思想是古代中国由奴隶社会向封建社会转变时期的产物，距今己有2500多年的历史，因此，难免有其历史局限性。但是，我们是马克思主义的辩证唯物论者，对于任何人和任何事都应该采用辩证的观点、实事求是的态度进行评价和分析。因此，对于孔子的教育伦理思想，我们决不能因为有其历史上的局限性和不足，而全盘给予否定，当然也不能因为孔子是世界文化伟人，而对其教育伦理思想不加批判地给予吸收和嫁接，因为这样做在理论上是不符合逻辑的，在实践中更是有害的。现在，我们所要做的主要工作，并不是因为孔子教育伦理思想中有不足和局限就不负责任地指手画脚，而是应当结合我们的教育伦理实践，对其中的精华部分给予合理的吸收和创新，为我们当代教育伦理的构建以及教育的改革与发展，做出应有的贡献。这也是本文的初衷所在。

文章采取的主要方法是以辩证唯物主义和历史唯物主义为指导，采用比较法、归纳法、演绎法、逻辑和历史分析法、理论联系实际的方法、系统法等。

笔者认为，文章的创新之处是孔子教育伦理思想的当代价值。

关键词：孔子；教育伦理；当代价值

总  结：教育伦理即教育的伦理(Educational Ethic)就是指关于教育本身以及在教育过程、教育活动中所发生的人与人之间的伦理道德关系和问题。换言之，教育伦理就是指以伦理道德的视角或者维度探究教育本身以及教育活动，并且具有多层次性、动态生成性的专门范畴。如果从不同的维度上而言，教育伦理(Educational Ethic)与环境伦理(Environmental Ethic)、军事伦理(Military Ethic)、政治伦理(Political Ethic)和经济伦理(Economic Ethic)等是处于同一维度上的，都是以伦理道德为视角研究某一问题或现象的，都属于应用伦理的范畴。追忆孔子教育伦理思想的形成原因和基本内核，探究孔子教育伦理思想的当代价值，对于我们这些后来者来说，不仅有一种神圣的使命感和责任感，而且也应当有一种超越的幸福感和自豪感。孔子的教育伦理思想可谓博大精深，因此，对他的教育伦理思想的探讨是一项长期而又复杂的系统研究工程。相信随着对孔子教育伦理思想研究的不断深入，肯定仍有一些未知的思想、内容等待我们继续挖掘、改造和升华，正所谓“路漫漫其修远兮，吾将上下而求索”。

Abstract: In ancient time, thought of educational ethic came into being, Confucius is the first great educationalist, philosopher and thinker in the history of Chinese people, and the first moralist with more complete ethical system in the history of China (Said by Zhu Yi-ting). So his thought of educational ethic especially should be the first role. The intention and meaning of this thesis are to offer helpful and important original value and ethical support for building Chinese Educational Ethics and reforming and developing Chinese education, on the basis of clarifying educational ethic, by explaining thought of educational ethic including its produced reasons, basic contents, historical limits and contemporary value scientifically and concretely.

    Educational ethic means ethical and moral relationship and question among people about education itself and educational process, educational action. In other words, educational ethic means to research on education itself and educational action in the role or perspective of ethics and morality, what's more, it is a special concept that is multi-tier and changeable.

    This thesis clarifies its produced reasons about Confucian thought of educational ethic including economy, politics and ideology and culture, and emphasizes that it is a product of history. There are different opinions about its basic contents. This thesis thinks that it at the least includes five aspects: (1)an educational ethical idea of "education for all" including its meaning, reason and valuable character: educational equality;(2) the footstone of educational ethical thought: unity of "benevolence" and "rule", the former is its center and the latter is its limited system, at the same time, they are a unity like people's two hands;(3) teachers' moral requirement of "never bored to learn, tired to teach", the former means "he is a teacher because of his high and deep should be acknowledge", the latter shows "he is our model because of his integrity", a teacher "never behavior, loyalty bored to learn, tired to teach" ;(4) educational ethical contents of "literature, and honesty";(5) educational ethical principals and methods of "study and thinking unity", "encourage and induce" and "teach students in accordance with their aptitude". Accordingly, the contemporary  value of Confucian educational ethical thought has five aspects : (1)"education for all": an equal idea of educational ethic, "Education for all" enlarges educational subjects and ranges, this idea has its contemporary value: "Education should be equal education", but we should have a long way if we truly turn equal education out about our present education;(2)"benevolence" and "rule":"mange school by morality" and "mange school by law", however our educational reforms, it must do well between "mange  school by morality" and "mange school by law", thus our education will develop more rapidly and better, the former is  an obvious character, an outer showing, the latter is a potential character, an inner character, they are a close unity;(3) "never bored to learn, tired to teach": equal stress on integrity and ability;(4) "literature, behavior, loyalty and honesty":"equal stress on five kinds of education, and moral education first"; (5) "study and thinking unity", "encourage and induce" and "teach students in accordance with their aptitude": subjective and personalized.

    Without doubt, Confucian educational ethical thought was a result in ancient China from slave society to feudal society, which had over 2500 years, so it must have its historical limits. But we are Marxists of dialectical materialism and keep a dialectical viewpoint to anyone or anything, judge and analyze them with a practical and realistic attitude. So, we cannot absolutely deny the Confucian educational ethical thought only for its historical limits, nor can we completely accept and engraft it, it is obvious that it is illogical in theory and more harmful in fact to do so. Now what we can do is that we cannot criticize it at random because of its limits, but we should accept and create its best sides correctly, so as to contribute to constructing our contemporary educational ethic and reforming and developing our education. This is also the original intention of this essay.

    This thesis uses main methods: dialectical materialism and historical materialism, comparative method, logical and historical analyzing method, inductive method, deductive method, systematical method, linking theory with practice, and so on.

    This thesis believes that there is one creation: the contemporary value of Confucian educational ethical thought.

Key words: Confucius; educational ethic; contemporary value

（周涛  广西师范大学硕士研究生学位论文）