赫尔巴特的性格形成理论研究——基于教育学与伦理学相互关系的视角

摘要 赫尔巴特将道德性视为人的"全部目的"，道德教育是通过性格形成而实现的。他克服了康德关于性格的二元论，将人的性格视为一种可塑的性格，并将教育行动和道德判断建基于一种审美的因果性。在这两项努力的基础上，赫尔巴特一方面提出了伦理学的道德判断理念，将教育纳为伦理学的必要环节之一；另一方面则建构起系统的教育理论，说明了实践理念对教育行动的规定以及通过教育而在人的性格上实现道德性的途径。以此，赫尔巴特在其关于未成年人性格形成的理论中形成了教育行动和实践理念在感知-审美层面的一种相互关系。
Abstract：Herbart regarded morality as the "whole purpose" of human, and moral education is realized through character formation. Herbart overcame Kant's dualism of character, regarded human character as an educable character, and established educational action and moral judgment on an aesthetic causality. Through these two efforts, Herbart developed the moral judgment concepts of the ethic. On the other hand, he constructed a systematic educational theory to explain how the practical concepts influence education and pointed out the ways to achieve morality through education. In this way, Herbart formed a mutual and interacting relationship between educational action and practical ideas at the perceptual-aesthetic level in his theory about the formation of adolescents' character.