نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه اصفهان

2 دانشگاه شهید بهشتی

چکیده

هدف اصلی این مقاله، بررسی ارتباط بین مراحل سه گانه تکامل اخلاق هگلی یعنی حق انتزاعی، اخلاق فردی و اخلاق اجتماعی با سه گانه خانواده، جامعه و دولت در فرایند دیالکتیک آگاهی هگل می‌باشد. در این نوشتار نقش دیالکتیک آگاهی در زمینه‌های رشد و نمو اخلاقی فرد (خانواده، جامعه مدنی و دولت) در فرایندی منظم از تربیت اخلاقی و در ارتباط با یکدیگر موردبررسی قرار گرفت. برای دستیابی به این هدف از شیوه توصیفی – تحلیلی بهره گرفته شد. لذا با بررسی متون هگلی، به ارتباط بین نظام اخلاقی او با دیالکتیک آگاهی پرداخته شد و سرانجام استنباطی از آرا تربیت اخلاقی هگل ارائه شد. یافته‌ها حاکی از آن است که نظام تربیت اخلاقی هگل مبتنی بر زمینه‌های سه گانه خانواده، جامعه و دولت می‌باشد که هر یک از آن‌ها ارتباط تنگاتنگی با مراحل سه گانه دیالکتیک آگاهی او دارند. بر این اساس یک الگوی پیش فرض از تربیت اخلاقی هگل ترسیم شد که می­کوشد ارتباط بین سه گانه هایی که در تکامل حیات اخلاقی فرد دخیل هستند را مشخص کند. بیلدونگ نخستین گام این الگو، زیربنایی به نام خانواده دارد که در آن تربیت فردی بر مبنای اخلاق انتزاعی شکل می‌گیرد. مرحله دوم، جامعه مدنی نام دارد که در آن بر تربیت اجتماعی فرد تاکید می‌شود. سرانجام، از ترکیب این دو گام، مرحله نهایی الگوی تربیت اخلاقی هگل یعنی «رفع و ارتقا» شکل می‌گیرد. این گام در زیر مجموعه‌ای به نام «دولت» حاصل می‌شود که در حقیقت مظهر اصلی حیات اخلاقی هگل را نشان می‌دهد.

کلیدواژه‌ها

عنوان مقاله [English]

The Hegel's Moral Education Model Based on the Dialectic of Consciousness

نویسندگان [English]

  • Ayoub Mahmoudi 1
  • Reza Ali Norouzi 1
  • Mohammad Hosein Heidari 1
  • Meysam Sefidkhoush 2

1 University of Esfahan

2 University of Shahid Beheshti

چکیده [English]

The main objective of this research is to investigate the relationship between the three stages of Hegelian ethics evolution: the abstract right, individual morality, and social ethics with the triples of the family, society and state in the process of the dialectic of Hegel's consciousness. This research study the dialectical role of consciousness in the context of one's moral development (family, civil society, and state) in a systematic process of moral education and concerning one another. To achieve this goal has been used as a descriptive-analytical approach. By examining the Hegelian texts, it is possible to understand the relationship between his moral system with the dialectic of consciousness, and finally to deduce the ideas of Hegelian moral education. The findings show that Hegel's system of moral education is based on the three areas of family, community, and state, each of which is closely linked to the three stages of his dialectic of consciousness. On this basis, the default model of Hegel's moral education is outlined, which seeks to illustrate the relationship between the triplets involved in the evolution of one's moral life. Bildung, as the first step, has an infrastructure called the family in which individual education is based on abstract ethics. The second stage has been created in an infrastructure called civil society, in which emphasis has been placed on individual social education. Ultimately, the combination of these two steps is the final stage of the Hegelian moral education model, which has been formed as an Aufhebung.

کلیدواژه‌ها [English]

  • Hegel
  • Dialectic of Consciousness
  • Ethical Education
  • Bildung
  • Entwicklung
  • Aufhebung
References:
Ahmadizadeh, H. (2016). Hegel’s Ethical View in the Light of his Criticisms of Kant’s Ethical View. Revelatory ethics. 6(1). 155-178. (In Persian)
Becker, L.C; Charlotte, B.B. (1999). A history of Western Ethics. (A group of translators, Trans). Qom: Imam Khomeini Educational Research Institute. (In Persian)
Cam, P. (2016) A philosophical approach to moral education. Journal of Philosophy in Schools 3(1)5-15.
Campbell, D.W. (1994). Hegel and the Moral World View. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts. McMaster University.
Copleston. C. F. (2009). A History of Philosophy (Fichte to Nietzsche). (D. Ashouri, Trans). Tehran: Elmi va Farhangi. (In Persian)
Farneth, M. (2017). Hegel's Social Ethics: Religion, Conflict, and Rituals of Reconciliation. Princeton University Press. pp. 1-12 (2017).
Freire, P. (1989). Education for Critical Consciousness. (S. Kaviani, Trans). Tehran: Agah Publication. (In Persian)
Gadamer, H. G. (2015). Hegel dialectic. (P. Mosleh, Trans). Tehran: Elmi va Farhangi. (In Persian)
Gaffari, A; Bagheri. K. (2001). Virtuous moral education from the perspective of David Carr. Quran and Hadith research. No. 53 and 54. (In Persian)
Hegel, G. W. F. (1990). La Positivite de la religion chretienne. (B. Parham, Trans). Tehran: Agah Publication. (In Persian)
Hegel, G. W. F. (2003). Phenomenology of Spirit. (Z. Jabali, Trans). Tehran: Shafiei. (In Persian)
Hegel, G. W. F. (2000). Rison in history. (H. Enaeiat, Trans). Tehran: Shafiei. (In Persian)
Hegel, G. W. F. (2010). History of philosophy. (Z. Jabali, Trans). Tehran: Shafiei. (In Persian)
Hegel, G. W. F. (2008). Hegel's Introduction to the Phenomenology of Spirit and Aesthetics. (M. Ebadian, Trans). Tehran: Elm. (In Persian)
Hegel, G. W. F. (2017). Elements of the Philosophy of Right. (M. Irani Talab, Trans). Tehran: Qatreh. (In Persian)
Hegel, G.W.F. (1979). System der Sittlichkeit (Critik des Fichteschen Naturrechts). Edited and translated by H. S. Harris and T. M. Knox. State University of New York Press Albany.
Houlgate, S. (2006). The Opening of Hegel’s Logic. West Lafayette Ind: Purdue University Press.
Hyppolite, J. (2008). Genesis and Structure of Hegel's "Phenomenology of Spirit". (K. Mojtahedi, Trans). Tehran: Elmi Va Farhangi Publication. (In Persian)
Jahanbaglou, R. (2003). Hegelian reflections (Lessons on Hegel's Phenomenology of the mind). Tehran: Ney Publication. (In Persian)
Jahanbaglou, R. (2007). Governance and Freedom (Lessons on Modern Political Philosophy). Tehran: Ney Publication. (In Persian)
Janbaz, O & Aliakbaresgari, A. (2013). Generation of Social Subject in Hegel’s thought. Occidental Studies, 4(1), 23-42. (In Persian)
Jennings. S. (2010). The Dialectic of Conscience within Hegel’s Philosophy of Right. University of Warwick, Department of Philosophy. A thesis submitted in partial fulfilment of the requirement for the degree of Doctor of Philosophy in Philosophy.
Kaur, S. (2015). Moral Values in Education. IOSR Journal of Humanities and Social Science (IOSR-JHSS) Volume 20, Issue 3, Ver. III (Mar. 2015), PP 21-26.
Lancaster, L. V. (2001). Master of political tought (Hegel to Dewey). (A. Ramin, Trans). Tehran: Elmi va Farhangi. (In Persian)
MacIntyre, A. (2000). Short History of Ethics. (E. Rahmati, Trans). Tehran: Hekmat Publication. (In Persian)
Parham, B. (1985). About the spirit of criticism and critique of the spirit. Tehran: Agah Publication. (In Persian)
Sabzeie, M.T. (2007). Hegel, Marx and Gramsci on State and Civil Society. Political science research. Vol. 12 No. (In Persian)
Sajjadi, S.M. (2000). Approaches and methods of moral and value education. Philosophical and Theological Studies, No. 3. (In Persian)
Stern, R. (2012). Understanding moral obligation: Kant, Hegel, Kierkegaard. Cambridge University Press.
Talebzadeh, H; Haji Mirzaee, F. (2014). Examining the Hegel's Philosophy of Philosophy and Philosophy for Children (p.4c). Philosophy and child. Issue 5 & 6 (20 pages - 5 to 24). (In Persian)
Tubbs, N. (1996) Education in Hegel. Continuum International Publishing Group. Printed and bound in Great Britain by MPG Ltd, Cornwall.
Vengadasalam, Chander; Mamat, Wan Hasmah Wan; Mail, Fauziah; Sudramanian, Munimah. (2014). Domain Approach: An Alternative Approach in Moral Education. Malaysian Online Journal of Educational Sciences, v2 n4 p1-12 2014