学校生活从根本上讲是一种制度生活。德育研究不但要研究具体的策略和实践,还要研究学校作为一种制度具有何种德育意义。制度与道德存在着根本差异,但也有深层联系。制度伦理向生活在这种制度下的个体德性的“位移”机制,正是其德育作用发挥的基本机制。 一、制度与道德的根本差异 制度与道德存在着根本性的差异。首先,道德建立在对人性肯定的基础上,而制度则源于对人性的不信任。勒维纳斯认为在原初情景中道德即对他人负责是绝对的、无条件的,这是本体论上对人的高度信任。实际上,伦理学和道德哲学大多对人性持肯定态度,就是一些悲观主义的伦理学,也不得 School life is fundamentally a kind of institutional life. Moral education should not only study specific strategies and practices, but also study what kind of moral education the school has as a system. There are fundamental differences between system and morality, but there are also deep connections. The “displacement” mechanism of institutional ethics to individual morality living under this system is the basic mechanism of its moral function. First, the fundamental difference between system and morality There are fundamental differences between the system and the moral. First of all, morality is based on the affirmation of human nature, while the system stems from the lack of trust in human nature. Levinas believes that in the original scenario, morality is the responsibility of others is absolute and unconditional, which is ontologically a high degree of trust in people. In fact, most of ethics and moral philosophy hold a positive attitude toward human nature, that is, some pessimistic ethics, nor