Inter-Subjectivity Moral-Personality Education Research

Under the guidance of subjectivity philosophy which expresses the subjective status of human through emphasis on rationality, modern moral education theories stress the subjective value and initiatives of educational objects in learning activities. Compared with the past stereotyped and personality-constraining moral education, moral-personality education based on subjectivity emphasizes the respect to the independence and uniqueness of education receivers'moral personality. Individuals, therefore, could acquire independent characters, which reflect the glory of rationality, conform the power of human nature and enhance subject consciousness. However, with the development of human society, unsolvable conflicts and problems of moral-personality education under the model of subjectivity philosophy gradually appeared. In late 1990s, influenced by Marxist Exchange Theory, the theory of inter-subjectivity, formed under the philosophical conversion from western subjectivity to inter-subjectivity, broadened the scope of minds and led out of the predicament of single centralized subject.With such a theoretical background, this study explores the issues involving modern moral-personality education and proposes a distinct proposition that the reality of subjectivity moral-personality education should be converted into the ideal of inter-subjectivity moral-personality education. In other words, moral-personality education should aim at the generation and establishment of the inter-subjectivity ideology in order to promote the education receivers to set up inter-subjectivity moral-personality, so that they could understand and cognize those who they communicate with as subjects in their conscious and initiative exchanges. Holding a mind of equality, they could understand others' thoughts and feelings, care about others, and get on with others harmoniously to identify their own roles, enrich their personal experience, broaden their moral vision and reconstruct ethical relationship with others. Therefore, inter-subjectivity moral-personality education is, logically, the necessity to realize the above targets.This thesis mainly consists of fives chapters.Chapter one is devoted to theoretical interpretation of basic conceptions. Firstly, the concepts of "subject" and "subjectivity" are examined. Then the generation process of "inter-subjectivity" and relevant theories are analyzed. Finally, based on the concept analysis of "morality" and "personality" in relevant disciplines, this section reveals the nature of "moral personality", and defines it theoretically.Chapter two is devoted to the generation and difficulty of moral-personality education. This section analyzes the relationship between subjectivity of moral-personality education and subjectivity moral-personality education, and elaborates the connotation of the latter. Regarding the social basis, theoretical basis, main views, and historical functions of the generation of subjectivity moral-personality education as logical framework, this part, from both the historical and realistic perspective, reflects the cumulated resources during social development and existing problems of moral-personality education. Thereafter, the predicaments of moral-personality education are generalized, the reason of which are analyzed as well.Chapter three elaborates the conversion of moral-personality education to inter-subjectivity. This section analyzes the inner-relationship between inter-subjectivity and moral-personality education, and elaborates the connotation of inter-subjectivity moral-personality education. This study believes that Marx classifies human history into three social morphology - "human dependence relationship, human independence based on dependence on substances, and all-round development of human", the nature of which is the scientific conclusion for the conversion from subjectivity to inter-subjectivity. And from its own point of view, the moral-personality education is intersubjectivity-based activities by its very nature. However, inter-subjectivity moral-personality education itself, to some extent, possesses scientific and value attributes. People, subjectively, have commonly realized that moral-personality education should be based on equality as well as dialogue, and should move towards exchange. In living practice, socialist market economy, politics, culture, and harmonious society are all coupled with inter-subjectivity moral-personality education. These realistic conditions prove the possibility to realize inter-subjectivity moral-personality education.Chapter four explains the theoretical foundation of inter-subjectivity moral-personality education. Starting from "human in relationship" (humans are the sum of all social relationship), this section maintain that human being a relational existence is the human nature basis of inter-subjectivity moral-personality education. The features of inter-subjectivity moral-personality education - interaction, equality, consensus, symbiosis, and harmony are demonstrated, as well. According to social needs, this chapter reconstructs modern moral-personality education from the aspects of wakefulness of alter ego, maturity of psychological structure, cultivation of value orientation and the development of behavior model. Thus this chapter states that in inter-subjectivity moral-personality education, the principles of "public reason", "rights egoism", and "moral-personality education in the life world" should be stuck to in order to foster inter-subjectivity people with morality.Chapter five elaborates the value orientation and realization of inter-subjectivity moral-personality education. This chapter points out that the value of inter-subjectivity moral-personality education lies in the promotion of subjects to generate the man who has inter-subjectivity moral-personality through self-construction under value orientation. With the premise of conformity to aim and conformity to principles, this section understands the motivation of demand and interest, grasps the nature of realizing inter-subjectivity moral-personality education, and constructs operation mechanisms such as orienting mechanism, encouraging mechanism, monitoring mechanism and controlling mechanism to promote the value realization of inter-subjectivity moral-personality education through specific approaches including educating activities between educators and educatees as well as endogenic and exogenetic functions.