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Fromm's Humanitarian Ethics and Its Pedagogic Significance [弗洛姆人道主义伦理学及其教育学意义], Master thesis, Principles of Pedagogy, Shandong Normal University, Jinan, Shandong, China 2001, 41 pp.

  • 埃利希•弗洛姆是现代西方著名的人道主义伦理学家。其伦理学体系的构建主要受制于他独特的个人经历、所生活的时代背景以及多元的思想。弗洛姆以促进人的健康发展、人的幸福实现为依据和宗旨,进行了广泛的理论借鉴, 主要有弗洛伊德的精神分析学说、马克思主义、禅宗、法兰克福学派及其社会批判理论。 弗洛姆在继承西方文化中>人道主义<传统的基础上确立了>规范人道主义<的基本立场和指导思想。他也回顾了人道主义伦理学在西方文化中的悠久传统,其伦理学深受这一传统的影响。弗洛姆人道主义伦理学以>规范人道主义<为指导思想,以>人的科学<为理论基础,以对人性格的分析为科学方法,首先对现实中存在的权威主义伦理学进行了尖锐、深刻的揭露和批判,在此基础上,遵循形式上>只有人自己(而不是凌驾人之上的权威)才能规定善恶的标准<的原则和内容上>对人有好处的谓之‘善’,对人有害处的谓之‘恶’;伦理价值的唯一标准是人的幸福<的原则,确立人道主义伦理学的道德规范,以实现其最高价值——造就>为自己的人<和其最终目标——创造>健全的社会<。弗洛姆伦理学体系内容十分丰富,本文主要叙述三方面内容:一,人的科学——人道主义伦理学的理论基础。在>何谓人<的问题上,弗洛姆认为人是历史进化的产物,是处于不断发展中的、具有自我意识和理性的现实的社会存在物。在人性论上,认为人性存在,是唯有人具有的特质;其基本构件是人的生存矛盾、生存需要、情感体验和性格;它具有善与恶两种真实潜能;其发展受先天遗传的影响,但主要是>一种文化的产物<。二,性格学——人道主义伦理学的科学方法。弗洛姆极为重视性格的伦理学意义,分别从形式和内容两方面对性格进行了划分,并对各种不同的性格取向进行了详细分析,认为性格>既是伦理判断的主题,又是人类伦理发展的目标<。三,人道主义伦理学的道德规范。弗洛姆基于人道主义伦理学上述两方面的基本理论规定,分别针对权威主义伦理学对(1)自私、自爱及自身利益,(2)良心,(3)怀疑与信仰,(4)人的道德力量等伦理学问题的阐述进行了批判,并针锋相对地提出了自己的观点。作者认为,尽管弗洛姆在其伦理学体系中很少论及教育问题,但他构建其伦理学体系的指导思想、方法及该体系本身的某些内容,无不对当前学校教育尤其是道德教育具有重要的意义:一、有助于我们反省权威主义道德教育的理论与实践。二、有助于我们思考和构建合乎人道主义伦理的教育制度,有力促进人的发展。三、有助于我们把人道主义原则作为道德教育的最基本原则。四、有助于我们尝试探索一种新型的道德教育型式,正确处理教师权威与学生自由之间的关系。五、有助于我们 思考并重视现代市场经济条件下学生的人格教育问题。
  • Erich Fromm was the famous modern humanistic ethicist. The construction of his ethics was in his peculiar person’s care, the historical background of the times he lived and multiple thoughts. In order to pro-mote human healthy development and accomplish human well-being, Fromm used other theories for re-ference extensively, mainly consist of Freud’s psychoanalytic theory Marxism, Zen, Frankfurt School and its theory of social criticism. Fromm set up his fundamental position and guiding ideology of the >normative humanism< on the basis of his inheritance of the >humanism< in western culture. He also reviewed the lasting tradition of the humanistic ethics in the western culture, and his ethics was influenced deeply by the tradition. Using >normative humanism< as guiding ideology >the science of man< as theoretical basis, the analysis of human’s character as scientific method, his ethics first exposes arid criticizes the authoritarian ethics lying in the reality sharply and deeply. On the basis of above, his ethics follows such principles as >only man (but not authority that place itself above man) can stipulate the standard between good and evil< inform and >what is good to man can be called good, while what is bad to man can be called evil<, >the unique standard of ethical value is human well-being< in content to set its moral model, to accomplish its highest value up >man for himself< and realize its final aim – to create >the sane society<. The content of Fromm’s ethics is very rich. This thesis mainly involves three aspects: Firstly, the science of man is the theoretical basis of the humanistic ethics. On the question of >what is man<, Fromm though man is the result of the historical evolution and develop continuously. Man is the social being with self-conscience and rationality. On the theory of human nature, he thought the existence of it and it is the unique nature of man. Its basic parts are the contradiction and the need of the existence of man, the experience of feelings and character of man. It had the latent energy of good and evil. Its development was influenced by the natural inheritance, but it is >mainly the result of the culture<.– SecondIy, characterology with scientific method of the humanistic ethics. Fromm paid much attention to the ethical meaning of character and divided it in form and content and analyzed various characters in detail. He thought the character was >not only the theme of the ethical judgment, but also the aim of the human ethical development<.– Thirdly the moral model of the humanistic ethics. Fromm criticized authoritarian ethics’ elaboration of (1) seIfishness, self-love and self-interest, (2) conscience, (3) doubt and faith, (4) man’s moral strength and put forward his own viewpoint opposing to them on the basis of the above two aspects. The author thinks, although Fromm seldom spoke of education and morale education in his ethics, his guiding ideology method and some content of his ethics have great significances on the school education, especially on the moral education. First, it helps us to self examine the theory and practice of the authoritarian moral education. Secondly it helps us to think about and construct the educational system conforms the humanistic ethics in order to enhance the development of man. Thirdly it helps us to look on humanistic principle as the basic principle of the moral education. Fourthly it helps us to try to explore a kind of new moral educational mode, and treat the relationship between teachers’ authority and students’ freedom properly. Fifthly it helps us to think about and pay attention to the personal education in the modern market economy. [Author’s translation]

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Metadaten
Author:Xiaoli Qian
Document Type:Dissertations
Language:Chinese
Year of first Publication:2001
Release Date:2014/01/28
Format:no download and copy possible
IdNo:Qian_Xiaoli_2001a
Writings about Erich Fromm (Secondary Literature):Dissertations / Dissertationen
Erich Fromm's Library and Erich Fromm Archive:Dissertations / Dissertationen
Licence (German):
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