The Life Of The Moral Education Perspective

How can we realize the objectives of moral education? What's the destination of spirit education? How can man face the world of no meaning? These are the center of education. The different answers to the question are criterions to differentiate the type of moral education. "life" is a not important in controlling moral education. Moral education is known as a controlling process, but, the meaning of life is forgotten, as if our life is not mixed-up and confused. In fact, modernist can not free themselves from meaninglessness and confused sense of worth, so people are pursuing the meaning of life in modern days. It's man's nature to ask what's the meaning and worth of life. This is the nature mode of living. As Heidegger said, dasein can ask question about himself. If a dasein can not ask any questions, he is not dasein. So the paper tells us that the meaning of life is important to us. So moral education should upgrade the meaning, value and happiness of life, and let man obtain the perfect and satisfied life. So ,in the first part, the paper will discuss with the nature of life and the relationship between life and morality. In the second part, the paper will recollect the main ideas and some flaws of Kant's ethnics. The defect in Kant's ethnics is that there are conflicts between life and morality. In this type of ethnics, morality becomes controlling power of life. Kant's ethnics are basic theories to controlling moral education. Furthermore, this part will analyze the wrong tendency of moral education in the modern times. In the third part, the paper will use the prospects of life in moral education to investigate the meaning and happiness of life. It advocates that life is the start of moral education, and moral education do more things to improve life, satisfy life, upgrade life, and pay more attention to themselves and others' happiness, and then realize the objectives of moral education finally.