作　　者： ;

机构地区： 华南师范大学

出　　处： 《教育研究》 2014年第8期15-24,共10页

摘　　要： 因应“人何以幸福”这一亘古弥新的问题，20世纪中期复兴的美德伦理学催生了积极心理学，开启了幸福为本的优良品德学习研究新方向。“优良品德学习何以使人幸福”论题内含何以可能、何以可求、何以可致以及何以可成四个问题，关涉文化哲学的进化论、价值论、主体论和活动论四个层面的理性致思。其中，凭借历时进化的美德伦理学复兴和优良品德分类体系开发，奠定了何以可能的历史进化论基础；基于价值实现的希望论和幸福识建论，阐明了何以可求的理想价值论概念；依靠自主能动的自我决定论和时光再构法，形成了何以可致的自觉主体论原理；而通过文化交互的感恩论和持久幸福感模型，则建构了何以可成的多维交互论原则。 ＂How to get happiness＂ is a long-lasting question. Tile revival of virtue ethics led by positive psychology has initiated a new study of happiness-centered character strengths education. The topic of ＂why character strengths could promote people＇s happiness＂ consists at least of four questions of why it is possible, how it is pursued, how it is accessed and how it is realized, which, however, might be answered respectively through four fields of cultural philosophy in terms of evolutionism, axiology, subjectivity theory and activity theory. From criticism on scientism, the revival of virtue ethics promotes development of virtue taxonomy, laying foundations of the historical evolutionism for why it is possible. For the value realization, the hope theory and the construal theory of happiness have clarified conceptions of ideal axiologs＇ for how it is pursued. Building on self-conscious activity, the self-decision theory and the day reconstruction method have constructed axioms of dynamic subjectivity theory for how it is accessed. And based on cultural interaction, the gratitude theory and the sustainable happiness model have provided principles of multi-dimensional interactions for how it is realized.

关 键 词： 优良品德 学习 幸福 美德伦理学 文化哲学

分 类 号： [G420]

领　　域： []