On Moral Education

Moral education, which is the most important part of our education, plays a big role and can not be replaced in all-round development of students. However, on one hand, with the rapid development of science and technology, the ideas of education and education paradigm have already been in the stage of transformation; on the other hand, because of the impact of market economy of modern society, the influence of new technology and “globalization of education”, moral education has to be confronted with many difficulties and challenges, and so does the school moral education. With the new difficulties and challenges mentioned above, we should reconsideration the essence and nature of our education and moral education. It is a question much concerned and studied by educational circle how to get out of the situation. And yet, what is the moral education, which can lay much stress on humanity, which can fully express the education of essence and nature that a school should be possessed of, and which can be both scientific and effective? The Service-Oriented Moral Education can give us the answers in details.Service-Oriented Moral Education is different from the “Big Moral Education”(refers to “the school subject moral education”) as well as “Small Moral Education”(refers to moral education in a narrow sense or moral education itself). Service-Oriented Moral Education means, in school education, according to the continuous requirements of body-mind development of students and that of the society, with fully consideration of humanity and essence of education, the educators offer the students educational services which continuously improved, by means of variety of methods such as personal example as well as verbal instruction etc. in curriculum instruction, practice activities, communication in school life, management of school education and environment cultivation, in order to help and promote the students to cultivate good and comprehensive moral fibers. These conscious and unconscious activity and process are called Service-Oriented Moral Education.Service-Oriented Moral Education is of a moral education idea based on “Service-Oriented Educational Theory”. “Service-Oriented Educational Theory” means “education services learning”, “education services human development”. Service-Oriented Moral Education regards teachers’ “instruction” as the process of execution of profession of teachers’, while students’ “learning” as the process of autonomy-creativity learning and ego integrity. As for educators, the process of moral education is that of educational services offering; as for students, the process of moral education is that of educational services acceptance as well as the process of ego integrity.The discussion on Service-Oriented Moral Education is subject to amply theoretical studies and positive research, and is of rigorous logicality. A moral education philosophizing system based on “Service-Oriented Educational Theory”— Service-Oriented Moral Education Theory, has been fully constructed.Educational services-oriented is the essential quality and connotation of school moral education. The “service” in Service-Oriented Moral Education, is not the general meaning, but regards all the school educational activities as the activities and processes of educational services, according to the principle of organizational function. Service-Oriented Moral Education regards educators as “educational service personnel(i.e. professional staffs), “tutors, “assistants”, “facilitators”, while treats students as “recipients”, “autonomy-creativity learners” and “customers”. School moral education is the activity and process that “service personnel” offer students educational services to help and promote the students to cultivate good and comprehensive moral fibers.School moral education should establish Service-Oriented Educational Theory. First, implement “four transformations”, i.e. to make school roll from “institution” shift to “service organization”; school product from “students” shift to “educational service”; teachers’ roll from “educator” shift to “educational service personnel/ professional staff”; students’ roll from “product” shift to “customer”. Second, transit “four relationships”, i.e. make school-student relationship from “subordination” shift to “mutual collaboration”; teacher-student relationship from “domination” shift to “coequal”; teaching-learning relationship from “primary and secondary” shift to “secondary and primary”; education-teaching relationship from “mutual separation” shift to “mutually conjugate”. Third, ascertain “four responsibilities”, i.e. serving the students is the responsibility of schools; helping the students to learn independently is the responsibility of teachers; autonomy-creativity learning is the responsibility of students; nurturing the students is the responsibility of parents; conducting the students to develop comprehensively and harmoniously is the responsibility of society.Service-Oriented Moral Education is a new philosophizing system, and the aim of Service-Oriented Moral Education, can not only be measured, but also can be carried into reality. “To satisfy the students with educational services offered which are continuously improved to help and promote the students to cultivate good and comprehensive moral fibers”, this is the direct aim that can come true. “To satisfy the society with educational services to help and promote the students to cultivate some moral characters demanded by society(including parents, social organization, country etc.)”, this is the indirect aim which can only be conducted indirectly via students, the agent. And school moral education can only make the direct aim come true.The object of Service-Oriented Moral Education is real and measurable. The standard or quality requirements of moral educational services regulated beforehand is called direct object of school moral education. The direct object moral education is both real and measurable. “The cultivation and development of good and comprehensive moral fibers of students”, “The cultivation and development of some moral characters demanded by society”, these are indirect object and can only be conducted indirectly via students, the agent. As for school moral education only the direct object is both measurable and real.The principle of Service-Oriented Moral Education is compared to a soul which guides school moral education activities. In the activities and processes of helping and promoting the students to cultivate good and comprehensive moral fibers, educators should follow ten principles of moral education, which fully emphasize the functions of “helping” and “promoting” of educators. Furthermore, the students should also abide by four principles of moral education in their cultivation and development of good and comprehensive moral fibers. It is moral education itself, for educators, helping the students follow the principles.The method of Service-Oriented Moral Education is of optimal design of methods and exercise of them effectively. For the purpose of realization of the object and aims of moral education, the integration of method, way and procedures taken by educators in moral educational services offering, and that taken by students in their activities and processes of ego integrity, are called Service-Oriented Moral Education methods. That is to say, the method of Service-Oriented Moral Education is a method system composed of procedures and steps taken by both educators and students. There lie methods in Service-Oriented Moral Education exactly, but no fixed methods indeed; there don’t exist right or wrong methods, but suitable or proper ones. So the methods of Service-Oriented Moral Education should be optimally designed and continuously improved at any time according to the situation.The way of Service-Oriented Moral Education, the author believes, is of objective reality. The way of Service-Oriented Moral Education is the objective pathway and channel, of witch educators must experience in their moral educational services offering, of witch students experience objectively in their cultivation and development of good and comprehensive moral fibers. There are many ways to conduct school moral education, and the ways exist in all fields and common life of society. Actually, we should optimally design and make full use of ways of moral education; only thus can we make achievements.The content of Service-Oriented Moral Education refers to the entire medium that has material meaning and is good for students’ moral fibers cultivation, e.g. view of value, moral norms, political attitude, view of the world, awareness of law, physic-mental health criteria etc. The contents of Service-Oriented Moral Education witch reveal themselves as different module parts are the cardinal factors of curriculums of moral education. Service-Oriented Moral Education believes that it is necessary to provide as much as possible the materials for students to use, so that it can help and promote the students to cultivate good and comprehensive moral fibers.Service-Oriented Moral Education theory is a kind of philosophizing system witch can better reveal the features of profession of teachers’. Service-Oriented Educational Theory is the basic philosophizing system of Service-Oriented Moral Education. On the basis of Service-Oriented Educational Theory, by means of “Process Approach”, “System Approach to Management”, the Service-Oriented Moral Education Theory System as well as “the Operating Process Model” has been established.In conclusion, Service-Oriented Moral Education is the embodiment of “human-centered” education. So the author believes it is urgent necessary to implement Service-Oriented Moral Education in schools. Only thus can we give back learning right to students, happiness to students, and freedom to students, and dignity of human personality to students; can we help and promote the students to cultivate good and comprehensive moral fibers. And indeed, Service-Oriented Moral Education is the education of essence and nature of school moral education!...