摘要
价值澄清理论是有广泛影响的一种价值教育理论。其产生与发展源于特定的时代背景,由拉思斯创立,并经基尔申鲍姆等人获得进一步的发展和完善。很多学者认为价值澄清理论倡导价值相对主义,批评其理论上的相对主义立场、对个人自由的完全放任以及对普遍价值观的完全否定,进而批评其消解了学校价值教育的责任。对上述学术批评的回溯以及对价值澄清学派自我辩护的梳理分析,提示不能将价值澄清理论与倡导价值相对主义划等号。重新认识价值澄清理论的价值立场包括理论和实践两个层面:理论上,价值澄清理论并没有坚持“价值中立”的立场,其出发点、目标以及价值澄清过程均具有鲜明的价值立场,实质是西方自由主义价值观的表达;实践上,教育者对价值澄清理论的片面理解和策略方法的不当运用,确容易导致实践层面的价值相对主义。价值澄清理论在理论主张与实践应用上不一致,实质是受限于特定的社会背景因素、美国社会对教育改革的时尚追求,以及价值澄清理论本身存在的理论缺陷。
Values clarification is a widely influential theory of values education.Its emergence and development originated from a specific historical context,established by Raths,and further developed and improved by Kirschenbaum and others.At present,many scholars believe that values clarification advocates value relativism,criticizing its theoretical relativism position,the complete indulgence of individual freedom and the complete denial of universal values,and even criticizing it for dispelling the responsibility of values education in schools.By reviewing the above academic criticism of values clarification for advocating value relativism and the self-justification of values clarification,this paper argues that values clarification theory cannot be equated with advocating value relativism,and should be re-conceptualized the value stance of value clarification theory from both the theoretical and practical levels.Theoretically,we believe that values clarification does not adhere to the position of"value neutrality"'.The starting point,goal and process of values clarification have a distinctive value standpoint,which is essentially the expression of the liberal values in Western society.In practice,educators'one-sided understanding of values clarification theory and improper use of strategies and methods can easily lead to value relativism at the practical level.The article concludes by suggesting that the root of the separation between values clarification and its practical application is essentially limited by specific social background factors,the fashionable pursuit of education reform in American society,as well as the theoretical defects of values clarification itself.
作者
董玉雪
仇梦真
石中英
DONG Yuxue;QIU Mengzhen;SHI Zhongying(Institute of Education,Tsinghua University,Beijing 100084)
出处
《教育研究与实验》
CSSCI
北大核心
2024年第2期13-23,共11页
Educational Research and Experiment
基金
国家社会科学基金2022年度教育学重大课题“十八大以来社会主义核心价值观教育的主要经验与深化机制研究”(VAA220001)的研究成果
