科尔伯格的道德认知发展理论对我国当代德育的启示

道德认知发展论是美国道德心理学家劳伦斯.科尔伯格在吸收20世纪初杜威的进步主义德育研究和皮亚杰的儿童道德认知发展理论基础上所创立的当代西方学校德育流派中最有影响的德育理论,至今仍被各国道德理论家和德育工作者广泛应用于实践中,并被证明是有效的。中国当前道德教育存在高调低效的特征,而科尔伯格的道德认知理论为我们改变这种状况提供了诸多启示,我们应变传统的灌输型德育模式为引导型模式,确立学生在德育中的主体地位,培养和提高学生的道德判断能力。     

丹青共美文:劳伦斯文学与绘画的出位之思

身为英国现代主义文学运动先驱者的劳伦斯其实很早就有成为一名画家的梦想.但由于世道艰难和四处颠簸,他的画家梦直到40岁才得以实现,随即在英国画坛一举成名.鉴于此,本文依据英国现代派诗人和批评家沃尔特·佩特在《文艺复兴》中借用德国批评家发明的Anders-streben(出位之思)术语剖析劳伦斯文学与绘画在出位和互文上的关系,以拓宽劳氏文学的研究领域.     

生命的礼赞——论劳伦斯的《查泰莱夫人的情人》

《查泰莱夫人的情人》通过＂性爱＂这一有争议的主题揭示了人性中的本能力量,辛辣地批评了现代工业社会,热情地讴歌了人的生命力的伟大。     

Unknown outcomes,no guarantees: Lawrence Grossberg and experimentation

This article explores notions of experimentation embedded in Lawrence Grossberg’s writings. It begins by proposing that experimentation is a particularly relevant expression of the stakes of Grossberg’s research, and also one that embodies the ‘unknownness’ characteristic of rigorous intellectual work more broadly. By embracing unknownness in its contextual specificity (the shorthand for which is the phrase ‘without guarantees’), one seeks to open the present to a range of potential futures – a process requiring interdisciplinary collaboration and institutional risk-taking. This article then moves on to consider how Grossberg’s work brings to light the relationship between popular imagination and experimentation; that is, he understands the popular as a territory where people can be won for experimentation in paradoxically unknown but knowable futures. Finally, the piece heeds Grossberg’s warning against the fetishization of experimentation in certain political and theoretical formations, notably his repeated cautions against experimentation divorced from the specificity and requirements of the conjuncture. The article concludes by calling for a rigorous mapping of the terrain of Cultural Studies in order to foster and sustain the interdisciplinary, well-grounded experimentation to which its future must be bound.     

柯尔伯格的道德认知发展理论及其启示

柯尔伯格的道德认知发展理论主要包括道德发展论、道德教育论和公正群体途径理论。这些理论对我国德育具有重要的借鉴意义,主要体现在:在德育内容方面,根据学生心理、道德发展水平应呈现不同层次的德育内容;在德育观念上,对德育需要重新认识,德育不是外部的强加,而是学生理解、选择、体验的过程;德育目标不仅注重传递道德知识,更应侧重于道德判断力的培养;德育课程要增强情境性,贴近学生生活。与此同时,我国德育需要加强学生道德实践能力的训练。