论试生态思维方式转换的新视角中英文对照

//论试生态思维析德育思维方式转换的新视角中英文对照Discussion on ecological thinking and new perspective transformation of thinking mode of moral education in Chinese and English生态思维就是运用生态学的观点与原理来分析与解决问题的一种思维方式，具有整体性、关联性、开放性等特征。在这种新的思维范式下进行道德教育就具有了新的特点，应该做到在以人为本的前提下导入生活世界，使人与自然、社会和谐相处。而在德育过程中就需要树立生态和谐的德育理念，以培养健全的德育“生态人”。Ecological thinking is to use the ideas and principles of ecology to analyze and solve the problem of a kind of mode of thinking, has the characteristics of integrity, relevance, openness. Moral education in this new paradigm has new features should be introduced, under the premise of people-oriented social life world, man and nature, harmony. In the process of moral education needs to establish the moral idea of ecological harmony, to cultivate a sound moral education ecological man .论文关键词生态思维德育思维方式The thinking keywords ecological thinking mode of moral education德育思维是由德育本质、德育功能、德育目标、德育规律、德育心理、德育情感等一系列德育要素所构成的概念框架和观念体系，它是以一定的德育知识为背景的。因此，在德育过程中应该以一定的原则、方式、价值取向等为纽带，把德育因子有机的整合，才能真正形成德育思维。思维方式作为一种社会意识形态由社会存在决定，在新的社会历史条件发生重大变化的时候也必然会引发德育思维视角的转换，这是不言而喻的。 Moral thinking is composed of the essence of moral education, moral education, moral education, moral education function of target of moral psychology, moral emotion, a series of moral education elements of the conceptual framework and concept system, which is based on moral knowledge as background. Therefore, in the process of moral education should be based on certain principles, methods, value orientation as the link, the combination of the moral factor organically, to form the moral thinking. Way of thinking as a social ideology by social existence determines, conversion time of great changes in the new social and historical condition also will cause the perspective of moral education thought, this is self-evident.20世纪人类在对自身进行反思的时候，把目光逐渐转向对生态的研究，这是包括人与自然、人与人、人与自身关系的整个人类文明的研究。随着研究的深入，“生态”已经由最初研究人与自然关系的范围，演变成各门学科不可缺少的研究领域，人类开始用生态性的思维方式来理解整个世界，解决相关问题。不难看出，这种新的思维方式不仅仅是一个抽象的词汇，而是经过一个由“生态世界观”到“生态价值观”，再到“生态文明观”的辩证运动过程，形成的用来认识世界、改造世界的新的思维方式。In twentieth Century, when humans are to reflect their own, the research on ecology gradually shifted to the eyes, this is the study of man and nature, man and man, man and their relationship of the whole human civilization. With the in-depth study, ecological already by the relationship between man and nature of the original research scope, evolved into the research field of indispensable subjects, humans began to use the ecological way of thinking to understand the world, to solve the relevant problems. It is not difficult to see that, this new way of thinking is not an abstract vocabulary, but after a ecological world outlook to ecological value , then to the dialectical movement of the concept of ecological civilization , formed to understand the world, to transform the world s new thinking mode.一、生态思维的内涵及其特点Connotation and characteristics, ecological thinking（一）生态思维的内涵 ( a ) the connotation of ecological thinking面对由工业革命带来的负面影响，人类开始反思自身的思想与行为，开始对人与自然之间的关系进行理性反思。尤其是对日益恶化的生态环境进行深刻的研究，生态学就是在这种情况下逐渐发展起来的。随着专业学科内容的不断发展，在20世纪初生态学逐渐发展成为一门初具理论体系的独立学科，而到现代“生态”不再仅仅是一门学科的专业术语，逐渐演变成为一种理念、思维方法和研究方法。生态学作为一种新的研究方法，其研究领域扩展到社会科学研究领域，人类生态学、文化生态学、教育生态学等边缘学科相继出现。社会科学家逐渐接受了生态学范式，生态观念逐渐深入人心，人们认识事物的思维方式发生改变，生态思维由此产生。Facing the negative effects brought by the industrial revolution, human thought and behavior to reflect on their own, began to rational reflection on the relationship between man and nature. Especially the deeply study of the worsening ecological environment, ecology is in this case has been developed. With the continuous development of professional disciplines, in early twentieth Century to ecology has gradually developed into an independent subject with its theory system, but to the modern ecological is not only a professional term of a discipline, gradually evolved into a kind of idea, methods of thinking and research methods. Ecology as a new research method, the research is extended to the field of social science research, human ecology, cultural ecology, educational ecology science appeared in succession. Social scientists have gradually accepted paradigm of ecology, ecological concept gradually win support among the people, change peoples understanding of the mode of thinking, the resulting ecological thinking.所谓生态思维就是人们运用生态学的观点与原理，分析与解决问题的一种思维方式，是认识与研究“人社会自然”即整个世界的世界观与方法论。生态思维是一种强调此事物和他事物相互联系、相互作用的整体性思维，它追求的最终目标是建设一个“人社会自然”和谐发展的“生态共同体”，实现人与自然、社会的和谐发展，共生共荣的一种可持续发展模式。生态思维作为生态文明中孕育的一种新的思维方式，遵循着生态的、系统的、发展的、联系的认知模式，它把整个世界看作一个“人社会自然”相互关联、协同发展的复合生态系统，是由各种不同的物质转换、能量流动、信息沟通的多样性运动相互作用的有机统一体。人类要更好的生存和发展，就需要与自然生态系统、社会生态系统相适应才能得以持续下去。 The so-called ecological thinking is that people use the ideas and principles of ecology, analysis and problem solving a kind of mode of thinking, understanding and study of human society nature is the world outlook and methodology. Ecological thinking is an emphasis on thinking this thing and he things interrelated, interaction, the pursuit of the ultimate goal is to build a human society nature harmony ecological community , realize harmonious development of man and nature, society, symbiosis and the glory of a mode of sustainable development. A new way of thinking of ecological thinking of ecological civilization as the birth of the cognitive model of development, the system followed the ecological, contact, it put the whole world as a people - Society - natural relationship, collaborative development of complex ecological system, is the organic unity of body movement from various diversity different material conversion, energy flow, information communication and interaction. The human to better survival and development, we need to continue to adapt with the natural ecological system, social ecological system.（二）生态思维的基本特征 ( two ) the basic characteristics of ecological thinking生态思维“使人们克服了从个体出发的、孤立的思考方法，认识到一切有生命的物体都是某个整体中的一部分。”因此它强调世界的整体性、关联性、开放性等。 Ecological thinking so that people can overcome the thinking of isolated from individual oriented, method, realize that all living things are a part of a whole. It emphasizes the world s integrity, relevance, openness.1.整体性 1 overall生态系统整体性的观点是生态学的精髓，也是生态思维的根本特征之一。从生态学角度来讲，人类世界是由“人社会自然”构成的复合生态系统，强调各不同构成要素之间及其子要素之间的相互联系、相互作用。也就是说，整体性的生态思维方式认为生态系统各不同要素经过相互作用共同构成一个有机的整体，各构成要素内部的子要素也能够形成一个有机的整体。正是由于这些生态系统的不同要素通过有机的结合，才最终形成一个完整的生态系统。因此，生态整体性思维方式要求我们在认识世界、改造世界的过程中，要把不同的研究对象放入一个生态整体中来研究，考虑其整体性的功能，注意其整体生态特，让生态系统中各要素以及各要素内部的子要素以最优方式结合起来，形成最大合力，发挥生态系统的最优功能。 View entire ecological system is the essence of ecology, one of the fundamental characteristics of ecological thinking. From the ecological perspective, the human world is a complex ecosystem by people - Society - nature , emphasize the interaction between different forms, between elements and elements of interaction. That is to say, the whole ecological way of thinking that the different elements of ecological system through interaction together constitute an organic whole, constitute the elements of internal can also form an organic whole. It is because of the different elements of these ecosystems through organic combination, finally form a complete ecological system. Therefore, thinking ecological holism requires us to understand the world, to transform the world in the process, the different study objects into a whole ecosystem to study, consider the overall function, pay attention to the overall ecological characteristics, so that the elements of ecological system and various elements of itself in an optimal way together, the formation of the largest force, play the best function of ecological system.2.关联性 2 Association生态思维强调生态系统的整体性，必然要采用联系的观点去观察人、自然及社会之间的关系。这些生态系统的各个要素彼此之间相互联系、相互影响、相互制约，经过有机结合才构成了一个具有完整性、关联性、开放性的生态系统。这种生态系统是由很多个生态因子之间复杂的关系组成的有机整体，其中的每一个个体都是生态系统网络上不可或缺的一部分，每一个独立的个体又都依赖于其他个体而存在，无论任何一个个体发生变化时都将影响到其他个体的生存与发展，乃至影响整个生态系统的发展。因此，在生态系统中，只有当每个个体都能够合理的发挥自身作用，整体的生态系统才能够更好的得到发展。一旦这些生态因子自身不能得到合理的利用，加之这些生态因子之间的关联性，就必然会引起内部生态链的断裂，最终会影响整个生态系统的可持续发展及其价值的实现。Ecological thought emphasize holistic ecosystem, bound to the use of the contact point of view to observe the relationship between man, nature and society. Among the various components of these ecosystems are interrelated with each other, mutual influence, mutual constraints, through the organic combination of form an integrity, relevance, open ecological system. This ecological system is an organic whole composed of the complex relationship between many ecological factors, each individual which is an indispensable part of ecological system on the network, each individual is dependent on other individuals exist, whether an individual of any changes will affect the survival and the development of other individuals, and even influence the development of the whole ecological system. Therefore, in the ecological system, only when each individual can reasonable play their role, the entire ecological system can get better. Once these ecological factors can not be reasonably utilized, and the relationship between these ecological factors, fracture will cause internal ecological chain, to achieve sustainable development and its value will ultimately affect the whole ecosystem.3.开放性 3 open生态系统也是一个开放的系统。在这个系统中不仅有机体与其环境之间存在着相互依存的关系，而且，各系统要素之间以及子要素之间不断地进行能量、物质和信息的交流，这种开放性意味着此要素与众多要素的联系性。每一个生态系统也都会受到外部的各种因素的影响，任何一种要素或生态因子都不是也不可能是完全孤立起来的，各生态因子相互之间必须随时进行信息、能量的融汇与沟通。当生态系统的要素之间或内部因子发生变化时就要及时的进行调整，以免影响生态系统的实际效果。二、生态思维方式下德育的特点Ecological system is an open system. In this system, not only between organisms and their environment exists, interdependent and, energy, material and information continuously between system elements and elements of communication, this openness means that contact the elements and many factors. Various factors affecting every ecosystem will be subject to external, any factor or factors are not completely isolated, the ecological factors between must have information at any time, energy integration and communication. When the elements of ecological system or internal factor changes will make adjustments in a timely manner, so as not to affect the actual effect of ecological system. The two characteristics of moral education, ecological way of thinking（一）以人为本 ( a ) the people-oriented德育是培养人的德性的活动，追求和促进人的德性自由发展是其最高价值目标。可以说以人为本是德育的必然选择。但是，德育在发展过程中却出现了忽视人的主观能动性，只是注重对德育对象进行一般性的道德知识的灌输，德育不能够使得其对象得到自我的完善，相反却压抑甚至摧残人的个性的发展。在新时期，德育思维也在发生着变化，尤其生态思维的出现，它强调的是人、社会、自然的和谐统一，以人为本作为德育思维的价值理想，也就成为德育的应有之义。这就要求在实施德育的过程中，不仅要推进普遍性的道德知识的教化，更要尊重人的个性人格修养，从而达到人的德性的自由发展。Moral education is to cultivate peoples moral activities, and promote peoples pursuit of moral freedom is the highest value goal. Can be said that the people-oriented is the inevitable choice of moral education. However, the moral education in the development process in the emergence of a subjective initiative to neglect the human, just pay more attention to the general moral knowledge on the object of moral education, moral education can not make the object to be perfect self, development instead depressed or even destroy the human personality. In the new period, moral thinking is also changing, especially the emergence of ecological thinking, it emphasizes the harmony of human, social, natural, people-oriented as a value ideal of moral thinking, will become the meanings of moral education. This requires that in the process of the moral education, not only to promote the universal moral knowledge education, must respect the personality cultivation of personality, freedom of development so as to achieve virtue.（二）导入生活世界 ( two ) into the world of life一直以来，知性德育在德育中占据着主要地位，这种德育认为只要掌握了知识就具有了道德，培养的是“奴隶学者”。在知性德育中人们只是强调道德就是知识，道德存在于物化的书本中，道德可以用科学语言表达，并且道德可以自我证明。这种存在于系统化的著作或教科书中的“道德”，根本不需要学生的道德体验，这就导致了道德知识同社会生活、学生实际生活相脱离。由于社会历史条件的不断变化，德育思维的着重点从假、大、空的目标教育转向生活世界，开始逐步关注学生的实际生活，把宏观目标教育与德育对象的实际生活需要直接结合起来，吸引学生进行道德践行，在实现学生现实目标的基础上，引导学生过可能的生活、理想的生活，从而使德育充满生机与活力。 Since always, moral education plays a major role in the moral education, the moral education thought that as long as the master of knowledge has a moral, culture is the slave scholars . In the moral education of people just emphasize moral knowledge is present in the material, from ethics, morality can be expressed by the language of science, and ethics can prove yourself. This exists in the system of books or textbooks of morality , does not need the students moral experience, which leads to moral knowledge with social life, their real life from. Due to the changing social and historical conditions, the focus of moral thinking from the false, big, empty goal of education to the life world, gradually began to pay attention to the real life of students, the actual life macroscopical goal of education and moral education object needs to be combined directly, to attract students in moral practice, based on the practical goal of students, guide the students may life, ideal of life, so that the moral education full of vigor and vitality.（三）知行统一 ( three ) the unity of knowing and doing德育是一门实践性很强的学科，这就决定了以形成道德主体为主旨的德育也具有强烈的实践性特征。德育的完整过程就是“行知行”，实践是德育的目标起点，也是最终归宿。知“道”甚多但不“行”，知行脱节，造就的是口头道德家、“道德之袋”、“美德洞”，以至于学生的道德知识和道德判断不能转化为道德行为，忽视通过道德实践引导学生践行道德规范，实现由道德知识到道德行为的转化。因此，有德性的人应具有“知行统一”的特征，追求德育知行统一已成为改善德育效果的重要目标，最终形成的是集德知、德情、德行于一体的有德性的人。Moral education is a discipline with very strong practicality, this decided to form a moral subject for the purpose of moral education also has the characteristics of strong practicality. The complete process of moral education is - know - , practice is the starting point of moral education goal, is also the final destination. Know Tao but not a lot , knowledge and action, bring up the verbal moralists, moral bag , virtue hole, that the students moral knowledge and moral judgments cannot be transformed into moral behavior, to guide the students to practice moral norms through neglect of moral practice, realized by the transformation of moral knowledge to moral behavior. Therefore, good men should have the characteristics of the unity of knowledge and practice , the pursuit of the unity of knowledge and practice of moral education has become an important goal of improving the effect of moral education, the final formation is a German know, the feelings of morality, virtue in one person with virtue.三、树立生态和谐的德育理念Three, establish the moral idea of ecological harmony（一）树立生态和谐的生命观 ( a ) to establish the ecological harmony view of life生态系统中各要素的内在生命力是其进行各种活动的本质所在，在德育系统中错综复杂的关系集合更是具有浓重的生命色彩。因此，在德育中关注个体生命，寻求个体生命的和谐发展，促使每一个个体的生命价值得以最大程度地提升，正是德育生态研究的意义及追求之所在。从生态学的角度看，人的生命存在并不是单个个体的割裂的存在，人的健康成长是在持续地与他人、与社会、与自然的交流中成长的。由于“生态是主体生命的各种基本要素的有机关联和良性互动所形成的生命状态。”尤其是在今天，更加强调生命的重要意义，那么要建构一种良性的德育生态系统，就必须树立生态和谐的生命观，让德育对象从远离生命世界的格局中走出来，回归到他们的真实生活世界，面对自己的真实生命情感，培养个体的生命道德体验，让个体发现生命的美好，最后引导个体提升自身的精神世界。 Internal vitality of each factor of ecological system is the various activities of the essence, is the strong life color set in the moral education system in perplexing relationship. Therefore, pay attention to individual life in moral education, harmonious development for the individual life, make every individual life value to maximize, is the significance of moral education ecology and the pursuit of. From the point of view of ecology, the existence of human life is not an individual separate existence, human health growth is growth in continuous and others, and society, and the nature of the exchange of. Because of ecology is formed by the organic connection and interaction of various basic elements of the subject s life. Especially in today, more emphasis on the significance of life, so to build a benign moral education ecological system, it must establish a harmonious ecological view of life, let the moral education objects out of the life world, return to their real life world, in the face of his real life emotion, the development of individual life moral experience, to allow individuals to find a better life, finally lead individuals to enhance their spiritual world.（二）培养健全的德育“生态人” ( two ) develop a sound moral education ecological man 德育理论困惑，社会问题的出现都与人的变化、实践变化息息相关，道德要同社会发展同步，在其发展的过程中必然同人的发展相关。在建设和谐社会的背景下，德育塑造的是具有时代气息的人，是能够自由全面发展的“生态人”。所谓德育“生态人”就是在德育过程中，能够以生态性的思维方式思考道德问题，正确的认识人与自然、社会之间所维系的道德的关系，个体在进行道德教育过程中，不断的导入生活世界，把道德认知与道德践行统一起来，形成的是自由、全面、完善的人。这种“生态人”具有强烈的生命意识，对自然和生命富有道德情感和道德责任，能够更好的处理人与人、人与自然、人与社会之间的关系，是身心和谐、自由、健康的人。他们通过主动参与生态实践来加深生态认知，形成生态意志，增强明辨真、善、美的能力，形成稳定的生态道德品质，进而升华为健全、完善的生态人格。 Theories of moral education, social problems are changing, and peoples practice closely, moral in sync with the social development, the development of related in the process of its development is bound to the. Under the background of building harmonious society, moral education is creating a flavor of the times, is capable of ecological humans free and comprehensive development . The so-called moral ecological man is in the process of