Transiting Way Of Thinking On Theory Of Moral Education

The paper reflects the basis of methodology in the research of moral educational problems based on systematically expounding materialistic dialectics, in order to reject metaphysical way of thinking in the research. Concretely, the paper can be grouped into four parts, as follows:Part I: theoretical source and theoretical substance of materialistic dialectics. Materialistic dialectics is an important part of constituting Marxism. Hegel's and Feuerbach's philosophy are the main theoretical root of materialistic dialectics. One prominent character of Hegelianism is initiative dialectic idea, which is centralized represented in the proposition that"substance is subject". In Hegel's dialectics, the noumenon is visional"absolute spirit", which reverses the relationship between the world and the human being. The important contribution of Feuerbach's philosophy lies in establishing"sensibility-object"principle understanding the world. However, his materialistic thought is limited into"intuitional materialism"of intuitional thinking. In theoretical substance, materialistic dialectics is the logic of development of thing, in which noumenon is"realistic thing". It is considered that dialectic movement of"realistic thing"sublates that of"absolute spirit", which realizes the reversion of Hegel's dialectic. Materialistic dialectic is"reasonable state"dialectics that realizes the unification of materialistic Monism and initiative dialectics thinking.Part II: materialistic dialectics and metaphysics qua way of thinking. Materialistic dialectics is the unification of scientific Weltanschauung and methodology. Spontaneously performing materialistic dialectics qua Weltanschauung forms a way of thinking of materialistic dialectics, in which thought of development, thought of relation, thought of transition and thought of process are the main characteristics. Generally, metaphysical conception is used in two senses which are sense closed to synonym or pronoun of philosophy and sense of metaphysical way of thinking opposed to that of dialectics. Metaphysical way of thinking includes two basic characteristics: non-process perpetual existing thought and un-transitional either this or that thought, which is applicable to daily life and research on understanding science.Part III: materialistic dialectics and comprehension on moral educational object. In this section, four problems are discussed. First, in terms of way of thinking of materialistic dialectics, moral educational object is a kind of historical existence that is realistic life process. Grasping its meaning is needed to use"way of surveying according to realistic living"required by Marx and Engels. Second, Feuerbach's thinking of humanism is in essence a kind of thinking of metaphysics. It must be leading to dyadic split that using"dichotomy"logic of humanism explains moral educational object's existence. Third, understanding problems of practice and subjectivity in Marx's philosophy should take historical principal as precondition from the point of view of way of thinking of materialistic dialectics. The"human being→subjectivity→subjectivity of moral educational object"model existing in some moral educational theories must lead to be a kind of theory of abstract humanity of"putting historical procedure aside". It incarnates research way from"conception"which is opposed by Marx and Engels. Fourth, pedagogue's"value guide"is opposite to moral educational object's"autonomous construction"in intuitional thinking; But both of them are forming and transiting each other in way of thinking of materialistic dialectics.Part IV: way of thinking of materialistic dialectics and comprehension on development of moral education. In modern, scholars mainly research how to realize"modernization"in conception, system, content, method, logistics, and management and evaluation, similar to comprehension on"development economics". In the horizon of materialistic dialectics, the problem of development of moral education is essentially realizing intention of moral education (goal of moral education). If the virtue of moral educational object isn't improved, discussing development of moral education is meaningless. Therefore, the noumenon of development of moral education is moral educational object. Based on way of thinking of materialistic dialectics, logic of development of moral education represents the unification of idealism and realism of moral education, and also represents the unification of knowing and reconstructing moral educational object. At the same time, it is subjected to a process of"intrinsic transcendency".