道德发展和道德教育专业英语翻译

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1 Moral Development and Moral Education: An Overview Moral education is becoming an increasingly popular topic in the fields of psychology and education. Media reports of increased violent juvenile crime, teen pregnancy, and suicide have caused many to declare a moral crisis in our nation. While not all of these social concerns are moral in nature, and most have complex origins, there is a growing trend towards linking the solutions to these and related social problems to the teaching of moral and social values in our public schools. However, considerations of the role schools can and should play in the moral development of youth are themselves the subject of controversy. All too often debate on this topic is reduced to posturing reflecting personal views rather than informed opinion. Fortunately, systematic research and scholarship on moral development has been going on for most of this century, and educators wishing to attend to issues of moral development and education may make use of what has been learned through that work. The following overview provides an introduction to the main perspectives guiding current work on moral development and education. Readers interested in gaining an in-depth and up-to-date understanding of research and scholarship in the field may do so by returning to this web site each month and selecting Featured Articles. 道德教育正在日益成为心理学和教育领域越来越热门的话题。媒体关于青少年暴力犯罪、少女早孕和自杀的问题日益攀升的报道引起了许多人对于我国道德危机的讨论。然而,并不是所有这些社会关注的问题都是本质上的道德,有一种正在日益增长的倾向把这些问题的解决办法以及相关的社会问题跟我们公立学校的道德和社会价值观教育联系在一起。然而,思考关于学校能够而且应该在青年道德发展中扮演的角色是他们自身讨论的课题。经常的讨论这个主题逐渐简化成去反映个人的观点的形式,而不是广为大家所知的共识。幸运的是,关于道德发展的系统研究和学术性研讨一直延续了本世纪的大部分时间,而且希望参与到道德教育和道德发展问题中的教育工作者可以通过那项工作利用所学。下面的综述对引导当前的道德教育和到的发展的主要观点提供了一个说明。有兴趣深入了解这一领域的读者,可以通过回访这个网站的专栏文章来了解最新的学术研究成果。(想深入了解这一领域并且有兴趣了解最新的研究和学术成果的读者,可以通过每个月回访这个网站搜索专栏文章。) Piaget's Theory Jean Piaget is among the first psychologists whose work remains directly relevant to contemporary theories of moral development. In his early writing, he focused specifically on the moral lives of children, studying the way children play games in order to learn more about children's beliefs about right and wrong(1932/65). According to Piaget, all development emerges from action; that is to say, individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment. Based on his observations of children's application of rules when playing, Piaget determined that morality, too, can be considered a developmental process. For example, Ben, a ten year old studied by Piaget, provided the following critique of a rule made-up by a child playing marbles: "it isn't a rule! It's a wrong rule because it's outside of the rules. A fair rule is one that is in the game". Ben believed in the absolute and intrinsic truth of the rules, characteristic of early moral reasoning. In contrast, Vua, aged thirteen, illustrates an understanding of the reasoning behind the application of rules, characteristic of later moral thinking. When asked to consider the fairness of a made-up rule compared to a traditional rule, Vua replied "It is just as fair because the marbles are far apart"(making the game equally difficult). 皮亚杰的理论 2

皮亚杰是首批致力于研究与当代道德发展理论有关心的理学家之一。在他早期著作中,他特别关注儿童的道德生活,研究儿童玩游戏的方式以便于了解更多儿童关于对与错的信仰。根据皮亚杰的研究,所有的发展都源自于行动,也就是说,每个人建构和重建他们对于这个世界的认识是与环境互动的结果。基于对儿童在游戏中应用规则的观察,皮亚杰认为道德观也可以被看作是一个发展着的过程。例如,皮亚杰的一个研究对象,一个叫本的十岁大的孩子,说出了以下对孩子们玩弹珠游戏制定的游戏规则的批评:那不是规则,是一个错误的规则因为它超出了规则的范围。一个公平的规则是在游戏之内的规则。本信服规则的纯粹的固有的正确性,这是早期道德推理的特征。相比较之下,十三岁的瓦说出了对规则应用背后的理性认知,这是之后道德思维的特征。当被问到对于人为规则和传统规则的公平性的认识时,瓦回答说,它只是相对公平,因为弹珠分开的同样远(使得游戏同样困难)。 In addition to examining children's understanding of rules about games, Piaget interviewed children regarding acts such as stealing and lying. When asked what a lie is, younger children consistently answered that they are "naughty words". When asked why they should not lie, younger children could rarely explain beyond the forbidden nature of the act: "because it is a naughty word". However, older children were able to explain "because it isn't right", and "it wasn't true". Even older children indicated an awareness of intention as relevant to the meaning of an act: "A lie is when you deceive someone else. To make a mistake is when you make a mistake". From his observations, Piaget concluded that children begin in a "heteronomous" stage of moral reasoning, characterized by a strict adherence to rules and duties, and obedience to authority. 除了测试孩子们关于游戏规则的认识之外,皮亚杰还采访孩子们与偷盗和撒谎相关的行为。当问到什么是撒谎时,小一点的孩子一贯的回答他们是顽皮的话。当问到他们为什么不能撒谎时,年轻的孩子们几乎很少能给出超越“这一行为是自然禁令”的回答:因为那是顽皮的话。然而,大点的孩子能解释出:因为那是不对的,并且不真实。再大一点的孩子指出有关这一行为的意义是有目的性的意识:撒谎就是欺骗别人。当你犯错的时候就是你想犯错。根据他的观察,皮亚杰总结出孩子们是从道德认知的他律性阶段开始的,气只要特征就是严格的遵守规则和责任,并且服从于权利。 This heteronomy results from two factors. The first factor is the young child's cognitive structure. According to Piaget, the thinking of young children is characterized by egocentrism. That is to say that young children are unable to simultaneously take into account their own view of things with the perspective of someone else. This egocentrism leads children to project their own thoughts and wishes onto others. It is also associated with the uni-directional view of rules and power associated with heteronomous moral thought, and various forms of "moral realism." Moral realism is associated with "objective responsibility", which is valuing the letter of the law above the purpose of the law. This is why young children are more concerned about the outcomes of actions rather than the intentions of the person doing the act. Moral realism is also associated with the young child's belief in "immanent justice." This is the expectation that punishments automatically follow acts of wrong-doing. One of the most famous cases of such childhood thinking was that of the young boy who believed that his hitting a power pole with his baseball bat caused a major power blackout in the New York city area. 他律性源于两个因素。第一个因素是年轻孩子们的认知结构。据皮亚杰所说,年轻孩子的思维特征是以自我为中心。那也就是说年轻的孩子们不能同时考虑到他们自己和其他人对于一件事情的观点。这种自我中心主义导致孩子们把自己的想法和愿望强加给其他人。自我中心主义也与与他律