| There are still many puzzles and problems in the present moral education. In the course of investigating and tackling them, the author holds that it is crucial to introspect the basis or the nature of moral education from a philosophical angle, because on the one hand, the judgement of the basis of moral education is the premise for any other study in this realm; on the other hand, many problems in moral education result from its deviation from the proper basis, so that the practice is blurred in the maze without a clear orientation. Therefore, it is worthwhile to find the true features of moral education and then the appropriate orientation through the demonstration of the true basis of moral education and a profound criticism of the long-standing mistaken ideas.The author thinks that the true basis of moral education should be rooted in life, in other words, the nature and characteristics of moral education are embodied by life in the most vivid, felicitous and authentic way. Moral education can only accomplish its mission in life and through life. Any deviation from this basis is a false interpretation of the fundamental nature of moral education, which may lead to terrible consequences. Moreover, many problems in theory and practice of the present moral education can be attributed to a neglect of its characteristics. The implication of this theory, i.e., a theory regards life as the basis of moral education, is to guide moral education to go back to itself and open up new vistas in this field - to construct a theory of moral education based on life in order to serve the practice and reform of moral education better through our exploring and validating the life basis of moral education.Although the idea of life-education is not rarely met with in the history of education and the relation between education and life has once again become the focus of attention recently, some theoretical problems emerge once we make a comprehensive survey of the existent studies. The problems mainly lie in that the previous research mainly focuses on the relation between education and life, especially on that between teaching and life, but little on the connection between moral and life or moral education and life, due to the failure to realize that life is more important for moral education.Even if there are some, they are sporadic and unsystematic. Most of the studies remain superficial without a radical transformation of the angle, let alone the construction of a theoretical model of moral education based on life to be put into practice. Therefore, it is necessary to further probe into the relationship between moral education and life to avoid a simple duplication of the opinions of life-education in the history or a mere criticism of the isolation from life in moral education.This dissertation is divided into three parts. The first part presents a criticism of the moral education deviated from life from three aspects: its manifestations and consequences, a historical retrospection and the theoretical roots. Then it is pointed outthat one important reason for so many problems in today's moral education is itsalienation from life. The second part is to establish the life-basis in moral education.After clearing the concept of life, we explain from the angles of history, logic, reality and value why moral education should be founded on life. Finally, we reflect upon thelife-basis of moral education in theory so as to investigate its characteristics andpotential problems. The third part puts forward a model of moral education based on life. Here, we will further clarify the moral education based on life and defend the view that moral education should go back to life. Moreover, we expound the fundamental design for our life-based-moral-education systemically.In conclusion, although the exploration in this dissertation may be only a tentative attempt, it is not the author's ultimate intention to merely point out the "areas of error" in the present moral education or to tap and revise the idea of life-b...
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