知识化与生活化是德育在当前社会转型中遭遇的两种困境。德育的知识化有其特定的社会历史背景，理论研究者在对知识化的批判中提出“回归生活”的德育理念，德育的生活化是对这一理念的误读。基于德育过程的展开考察这两种德育困境，无论是知识化还是生活化的德育都缺乏过程性的德育自觉与反思，困境之根本在于德育的精神性问题，即德育过程的真实的道德价值立场以及过程中学生主体生命的存在样态。知识化的德育专注于客体化的精神，师生在德育过程中无法展开交互的、内在深层的精神性活动；生活化的德育无力触碰时代精神生活矛盾，难以关照师生在德育过程中的内在精神冲突。%Knowledge-reliance and life-reliance are dilemma of moral education in the current period of social transition in China. There is the special social history background for moral education tending towards knowledge-reliance. Following the criticism to knowledge-reliance, the return of moral education to real life has been put forward by theoretical researchers. But the misunderstanding of this ideal has led to life-reliance of moral education. Reviewing two dilemmas, we find that both knowledge-reliance and life-reliance of moral education are lack self-awareness and rethinking on the process of education, and the root of dilemma lies in problems of spirituality, namely, the real value in the process of moral education and life existing state of secondary students. Knowledge-reliance of moral education prevents teachers and students from having mutual and in-depth spiritual activities by putting the objectivization of spirit on them. Life-reliance of moral education slides over the contradiction of era spiritual life and brushes aside the internal mental conflict of both teachers and students in the process of education.
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