德行教育預設我們能做出正確的道德判斷,並加以貫徹實行。知而不行的事實,使得道德自律的可能性遭到質疑。以價值灌輸或行為規訓做為保證知行一致的教育手段,這種德行教育的迷思普遍存在。首先批判來自知行雙軌論的教育學迷思,並透過柯爾伯格(Lawrence Kohlberg)的知行同軌論,說明知行不一致的現象其實只代表:道德判斷是道德行動之必要但非充分條件。借助布萊西(Augusto Blasi)與蒂爾曼•哈貝馬斯(T.Habermas)對於道德行動之充分條件的探究,最後將指出,以自我本真與群體團結做為基礎的責任判斷,才是德行教育真正的基礎。
The virtue education presupposes that we can do what we should. But in the fact we don’t always do so. Some psychologists therefore throw their doubt upon the possibility of moral autonomy and admit indoctrination and discipline as inevitable means of virtue education. This paper criticizes the myth of "two-track theory" of moral development and shows the moral judgment can be regarded only as the necessary but not the sufficient conditions of moral action. Through an explication of Blasi’s and T.Habermas’ "single-track theory" of moral development I try to identify the judgments of responsibility of authenticity and solidarity as true foundations of virtue education.