Moral Judgment And Moral Education

The dissertation consists of five parts.The questions originated from the introductory remarks. Each kind of strategy, which cannot fundamentally solve the problem, account for low-lying substantial results of moral education has all neglected development of moral reason of the subject. There are three aspects in the moral reason of the subject in fact: natural aspect, principle aspect and practice aspect. The moral reason of the subject is formed in the process of moral judgment; we may differentiate four kind of different moral judgment paradigm at least. The moral education needs to face up to the above characteristics of moral reason and moral judgment, promotes the subject's moral reason development in the process of moral judgment.First chapter discusses moral judgment and moral education of natural aspect. The rich connotation of natural concept itself provided possibility and approach for the transition of philosophical nature to moral nature. The transformation advancement from "Tianming", "Tiandao", "Tianli" to "Tianyan" changed the exhibition way of the moral nature, but continuously was proving the natural right of moral. The moral reason is facing the continuously challenge of belief in the natural moral judgment process. The moral reason to be able to form naturally on the subject no other than the moral education disposes conectly of the correlative connection between the belief and the reason.Second chapter discusses moral judgment and moral education of principle aspect. If the nature has provided the ultimate basis for moral existence value and its practice, then good life has provided the order extremely reason and model for moral. Moreover, principled existence of moral has provided the possibility for the good life realization. Moral appeared four kinds of judgments paradigms: the man of honor, the system, the justice of nature, and the contract successively during the Chinese society's historical perpetual flow. In different moral judgment paradigm, the moral reason realizes communication and unification diligently between the harmonious interpersonal order and the subject virtues. Moral reason has the growth space only when moral education based on the harmony of interpersonal order and subject virtues.Third chapter discusses moral judgment and moral education of practice aspect. The existence of moral in the principle aspect is a kind of value existence, which needs to be manifest in the concrete practice life. This research believed that, the moral judgment of practice aspect needs to solve mainly is the complex inter-group relations between the small group and the big group, my group and his group. The core words, such as "Yi", "Quan", "YI(appropriate)", "Bian" and so on, is different along with the time situation. But actually which community do I share the moral life with? Which community can I share the moral life with? Which group should I share the moral life with? All these questions should be considered when moral reason put into moral practice. The moral education should understand these relations and reveal the importance of subject reason in the moral judgment, at the same time emphasis the significance of rules and customs.Conclusion recycling thesis: Three aspects moral education although exist in the reality, but has neglected the utilization and development of the subject's moral reason actually, and appeared serious dislocation phenomenon. The moral judgment paradigm changes along with the changing cognition of human morals and the historical conditions. Although paradigm transformation is appearing in moral judgment and moral education, but it doesn't mean advocating moral nihilism. Under the historical conditions of nowadays, the public reason formed the main connotation of moral reason. Leveled moral judgment and moral education should become the choice of the time.