How And Why Institution Could Promote The Development Of Student's Morality?

The institution is a system of rules which outside of the people, moral character is a kind of psychological tendency which inherent in the person's psychology. People live in a society which is institutionalized, so how institution would promote the development of moral character and why institution could promote the development of moral character?To this issue, some views have been came forward. These views include that institution is a kind of resources, institution has a virtue, institution should be constructed by students,institution has a development process and institution is a way of life. There are two aspects of shortcoming about these existing views. Firstly, these views just answered the question that how to influence students' moral development with institution, yet do not explain that why institution could affect the development of the students'moral character. Obviously, the two aspects are equally necessary. The effectiveness of the former is dependent on the latter. Secondly, all of these views are assumed thaf "student" is an abstract concept or assumed that there is no difference between the students. Obviously, it is not consistent between the hypothesis with facts. Students live in groups and institution is applied to the group, so it is not an interaction between "institution" with "moral character" but an interaction between institution with many of the students. In addition to that there is an interaction between student with others.In order to solve the two aspects of shortcoming, institution should be influence the development of the students' moral character in institution-situation". People live in the situation and constantly construct the new situation. In a broad sense, all of the situation which contain the "institution" are "institution-situation". In a narrow sense, "institution-situation" involves only the situation stipulated by institution. We can put the other students into our analysis with the "institution-situation" tool.According to the latest research in moral psychology, only moral elements could activate individual moral psychology. Therefore, the key thaf "institution-situation" can influence the development of students' moral character is whether moral elements be contained in "institution-situation". It is obviously that there are moral element within institution and it will also generate moral elements when institution be combined with the situation. Based on the moral element in "institution-situation", it could influence the development of students' moral character in two ways which are institution-contextualized and situation-institutionalized. The method could be called "double-excitation". First, institution activates individual moral sense, and then it motivates individual to transform the moral sense into moral behavior. As "institution-situation" for the mediation, this path that moral institution promote the development of students' good moral character can be represented as the following——moral institution, moral "institution-situation", moral "institution-situation" to activate individual moral sense and externalize moral sense to moral behavior.Since the institution can influence the development of individual moral character as "institution-situation" for mediation, the institution must be relied on excellent school "institution-situation" if it want to promote the development of students' good moral character. Excellent school "institution-situation" is can be evaluated positively of the situation in the perspective of morality and is a school "institution-situation" in order to be a "person". As to be a "person" for the purpose, democratic school "institution-situation" has the qualities of a good school "institution-situation". Because it could develop the transcendence of people, consciousness depend on the others inevitably and public liability on the basis of individual rights. Democratic "institution-situation" is a kind of school "institution-situation" with democratic spirit as the core quality, yet it is not a kind of school "institution-situation" by "kidnapping" with democratic procedures. The two basic measures are "democracy" consensus in the"institution-situation" and "school institution-situation" consensus based on the participatory democracy.How generate a good school "institution-situation"? The key is to improve the virtue of school institution,and students must participate in the complete process of school institution. Because the excellent school "institution-situation" cannot be generated if students participate in one of the stages only. School administrators, teachers and students should bear their respective responsibilities in the complete process of school institution. Of course, it still need to use institution to regulate their behavior. So, we should build more basic school institution primary, such as institution on students-participation, convention for the school community members.It does not deny the function of the virtue of the institution. The value of the institution, lifestyle institutionalized and the process of institution which through "institution-situation" to promote the development of students' moral character. In fact, it is based on these ideas. "Institution-situation" includ the virtue of the institution and the value of the institution. It need to be in the process of the institution when improving "institution-situation". The concept of "institution-situation" and institution-life is close as well. It is based on situation to promote the development of students' moral character through "institution-situation", then it could link institution and moral character, expand the carrier of the virtue of the institution and the value of the institution.It also does not deny the value and the fact that the non-institution-situations can affect students' development of moral character what we could promote the development of students' moral character through "institution-situation". What we want to advocate is to optimize the "institution-situation" and affect students' development of moral character in the "institution-situation". Reduce the pressure teachers are undertaking, then improve teachers' ability to promote the development of students' moral character. In this sense, this is not an either-or relationship between the "institution-situation" with the non-institution-situation, but using the "institution-situation" fully in the "institution" inevitably.