在实用主义视域下,以道德想象而非理性为轴心的伦理学变革堪称哥白尼式革命,生活与行动取代头脑与心灵成为道德想象力培育的主要源泉.教育戏剧通过引导学生过一种虚实相间的道德生活,开展安全可控的探究性道德行动,让道德想象从内隐走向外显.教育戏剧经由道德想象融入学校德育,继而形成戏剧化德育.戏剧化德育在主体特征上表现为个体主体与主体间主体生命成长的相互促进;在场景形态上表现为感性沉浸与理性间离融入机制的相互叠加;在模式进路上表现为溪流之外与活在当下两种隐喻路径的相互助益.

作为一个教育与戏剧交叉融合的研究与应用领域,现代意义上肇始于西方的教育戏剧,发展至今已经百年有余.随着泛娱乐时代的来临,最初作为方法引入我国的教育戏剧被曲解乃至浅薄化应用,苦药糖衣式工具论大行其道.为了打破"教育为体,戏剧为用"的割裂式观念,论文辨析了纯粹娱乐与创造娱乐、高台教化与主体教化两组对立性功能概念,重新反思教育戏剧的信念传统与立场,进而试图唤醒与定位我国新时期教育戏剧探索的方法自觉、理念自觉与行动自觉.

受社会急剧转型和疫情的叠加影响,公众与个体面临着种种伦理考验与道德风险,由此,想象力及其德育应用价值也被无限凸显.在此背景下,道德想象力培育也逐渐成为德育理论与实践的核心议题.从实用主义视域出发,道德想象力培育有三种路径隐喻,即戏剧彩排、即兴爵士与教育戏剧."戏剧彩排"注重主体的内在慎思与思想实验,但因"头脑中心"式的困局而缺乏道德互动的真实性与有效性;"即兴爵士"注重主体间的真实互动与适应和谐,但因故意忽略或回避道德冲突,并不能满足教育追求的可控性与安全性;"教育戏剧"则在很大程度上既保留了上述两种路径的优点,也有效克服了其先天缺陷,其理论与应用价值有待持续挖掘与探索.

立德树人背景下,学校对于“目中无人”式教育应当时刻保持警惕.立人教育是郑州师范学院附属小学优秀办学经验在新时期的生动表达.作为一种办学理念,立人教育的内涵可以从三个维度进行界定:立己、成事与达人,具体而言即为师资队伍的“立己”观、组织管理的“成事”观及五育并举的“达人”观.立人教育的实践探索主要从强化师资队伍、优化组织管理、构建学本课堂、丰富课程类型、美化校园环境五个方面展开.

笔者对柯尔伯格道德认知发展理论进行概述的基础上,从不同角度阐述了理论界对于柯尔伯格道德理论的不同观点,对我国相关道德理论的发展完善具有借鉴意义.

纵观教育概念的演变和发展历程，教育概念的内涵不断丰富，大体经过了萌芽期、发展期和成熟期。在概念变迁的过程中呈现出了所处时代的要求，并促进了教育理论的日趋成熟，更好地认识现代教育为我国教育事业做出的贡献。

随着农村劳动力向城镇转移规模的不断扩大，20世纪80年代以后出生的、年龄在20~30岁之间的新生代农民工陆续进入城市并成为农民工主体，而与新生代农民工密切相关的其留守子女的教育问题也成为了社会关注的热点。本文论述了新生代农民工留守子女的教育现状，并以教育公平的视角，阐明了解决新生代农民工留守子女教育问题的有效对策。

The belief ethics is the inner rule of a teacher in job,which is mainly reflected in interactive relations between teachers and students.This mode can be traced back to Plato's "noble lie",the teachers can lie to students with "Reasonable trick" based the ultimate faith.Under Discourse of the Enlightenment,the declaration of "noble truth" to students by the teachers has a serious consequence which makes ethical beliefs of teachers onto the edge of collapse.In the new era,If we don't want to see that teacher "belief ethics" was completely replaced by teacher "responsibility ethics",a appropriate mode switch to "noble silence" is a good choice.

"封闭式管理"作为学校管理的一种制度选择,近年来格外受到学校管理者的青睐。理论界有热烈拥护的,也有大加挞伐的,但大多是从其制度的效用维度进行利弊分析,制度本身的德性维度往往被搁置或忽略。缺乏"制度德性"关照的学校封闭式管理无疑陷入了道德困境,回归"制度德性"已成为此制度的本体诉求。

Civic quality is the proper extension of humanity with independence and integrity.In essence,cultivation of humans is that of citizens.Analysis of human and civic features shows that two cores of civic education in school should be fraternity and justice.Meanwhile,reconstruction of students' group and union is crucial to the destination.

The essence of metaphor is to understand and experience one thing by another.Different discourse models can help to understand different moral education paradigms in the process.This subject has three basic paradigms:the first is theory of normative moral education,which advocates the moral absolutism,listening as its typical mode,emphasizing students' obedience;the second is theory of rational moral education,which advocates the moral relativism,speaking as its typical mode,upholding the value neutral and teaching students to choose;the third is theory of interactive moral education,which advocates the moral overlapping consensus,talking as its typical mode,upholding the value intervention and teaching students to negotiate.

From the perspective of human studies,morality is the human morality and so is the life.Moral should not only return to life,but also to human beings.Human is not abstract morality subject,and is not abstract morality matrix.Morality is more than the so-called content.On the contrary,human is the human situation,the situation of human life;the situation of human life is the moral situation.Moral is not intellectual moral education,which just imparts moral knowledge.It is not the life-based moral education,which just provides possible life.We should change this morality-given education and let people realize their own real situation and take the moral choice seriously.

从＂制度德性＂的角度看,当前许多中小学校所采用的封闭式管理面临严重的道德困境。制度的有效性压倒了正当性,合法性压倒了合理性,形式善压倒了内容善。回归＂制度德性＂已成为此制度的本然诉求。