从服从式德育到主体性德育：私善—公善人格平衡视域下的德育重建

中文摘要

现实德育中常见一种判断偏差：学生越顺从、越“懂事”、越顾全大局，越容易被视为品德良好；而当学生表达真实感受、维护自身边界或质疑不合理安排时，又容易被归入“不懂事”或“自私”。本文认为，这一现象的深层问题，不只是德育方法上的规训化，也不只是价值灌输缺少体验，而是学生精神人格结构中的公善、私善与理性之间出现失衡。服从式德育往往以善的名义要求学生体谅他人、尊重权威、服从集体，却在实践中可能单向放大学生的顾他、尊他、信他、由他等公善人格属性，持续压低其自保、自顾、自思、自尊、自由等私善人格属性，并以外在权威替代学生自身的理性判断，由此形成“高公善—低私善—弱理性”的服从型人格。基于人性结构与人格属性分析，本文区分私善与公善两类人格属性：私善指个体对自身生命、尊严、发展和自由的正当维护，公善指个体面向他人和公共生活的关怀能力。二者并非善恶对立，而是现实人格中相互制约、相互转化的辩证统一关系。真正的立德树人，不是培养只会服从的“好孩子”，而是培养能够在自保与保他、自顾与顾他、自尊与尊他、自由与由他之间作出理性判断的主体性人格。由此，德育的重心需要从“听话”转向“判断”，从单向服从转向公私平衡。

Abstract

In moral education practice, a common judgment bias exists: the more obedient, “sensible,” and considerate of the overall situation students are, the more likely they are to be regarded as morally good; yet when students express their true feelings, maintain their own boundaries, or question unreasonable arrangements, they are easily categorized as “immature” or “selfish.” This paper argues that the deeper problem behind this phenomenon is not merely the disciplinary orientation of moral education methods, nor merely the lack of experience in value indoctrination, but an imbalance among other-regarding goodness, self-regarding goodness, and rationality in the structure of students’ moral personality. Obedience-based moral education often asks students, in the name of goodness, to be considerate of others, respect authority, and obey the collective; in practice, however, it may unilaterally amplify students’ other-regarding personality attributes—caring for others, respecting others, trusting others, and yielding to others—while continuously suppressing their self-regarding personality attributes—self-protection, self-care, self-reflection, self-esteem, and freedom—and replacing students’ own rational judgment with external authority. This produces an obedient personality characterized by “high other-regarding goodness—low self-regarding goodness—weak rationality.” Based on an analysis of human nature structure and personality attributes, this paper distinguishes two types of personality attributes: self-regarding goodness and other-regarding goodness. Self-regarding goodness refers to an individual’s legitimate maintenance of their own life, dignity, development, and freedom; other-regarding goodness refers to an individual’s capacity to care for others and participate in public life. The two are not a moral opposition between good and evil, but a dialectically unified relationship of mutual constraint and mutual transformation in real personality. True fostering of virtue through education is not to cultivate “good children” who merely obey, but to cultivate subjectivity-oriented personalities capable of making rational judgments between self-protection and protecting others, self-care and caring for others, self-esteem and respecting others, and freedom and respecting others’ freedom. The focus of moral education therefore needs to shift from “obedience” to “judgment,” and from one-way compliance to a balance between self-regarding and other-regarding goodness.

关键词：服从式德育；主体性德育；私善；公善；人格平衡；立德树人

Keywords: obedience-based moral education; subjectivity-oriented moral education; self-regarding goodness; other-regarding goodness; personality balance; fostering virtue through education