人人應是道德人－學校道德教育的挑戰與對策

Everyone should be a Moral Person-The Challeges and Strategies for School Moral Education

沈六

《台灣教育》 683期 (2013/10) Pp. 19-28

摘要

本文分析科學研究、科技發展、工商企業興起、資訊社會形成、網際網路的運用，以及政治轉型與社會變遷對學校倫理與道德教育的衝擊與挑戰，隨之從各級學校倫理與道德教育的課程規劃與教學設計提出對策。課程規劃從正式與非正式課程兩方面，依各級學校提出生活與倫理、公民與道德、公民與社會，以及專業倫理等。教學方法的設計則提出品格教育、認知發展、價值澄清、議題中心、合作學習、角色扮演、情意教育、個案教學、批判思考與服務學習等取向與模式，備供參酌與應用。最後期望我們學生們人人建構道德自我，人人都是道德人。

關鍵字

倫理與道德教育 ； 道德人

並列摘要

Moral education should suggest a fuller and more adequate model of development toward mature moral reflection and action. Then we should help children, young people, and adults understand that they are moral interpreters who receive or inherit traditions of moral thinking and practice.Parents, schools, an social institutions should help them understand that the first step of a moral decision is an act of hermeneutical interpretation; it involves asking, what is the meaning of the deeply coded practices that they have inherited? They should learn to inquire into the proper way to interpret these practices. They should learn to ask and understand these tradition of practice correctly, and the image of the good life and the narratives that give them meaning, they should be taught to be sensitive about whether their practices and the goods they embody conflict within themselves or conflict with, and perhaps destroy, the practices and goods of others.They should then learn to exercise some version of the principle of universalization. Finally, they should learn to return to the original situation to determine their narratives and the principle of universalization help reorder within the constraints of that context the conflict goods.The models of moral education are inextricably related to understanding and interpretation by the moral self. The models of moral thinking and action should guide our school, cultural, and social institutional effort to develop moral persons.

並列關鍵字

ethical and moral education ； moral person