Philosophical Argument On The Modernity Of Moral Education

Owing to its being in a parole transition of modernity and at a historical turning point of seeking a legal foundation, China's moral education is confronted with many problems at present. The subtotal modernity practice in the nearly one hundred years has gradually resulted in the modernity problem of moral education. Thus, the study on the modernity of moral education has become a late but necessary theoretical problem. The historic circumstance of China's moral education has determined that it seek for the education's starting points: "cross modernity", namely, establishing its own legality on the acclimation and criticism to modernity. Modernity is not only what China's moral education pursues, but also what it has to surmount. It is both the aim and the tool. As the standard, Modernity is full of contradictions and paradoxes. It is a target for reflection and criticism. As the historic practice, modernity refuses to be understood simply and essentially. Its construction must be inevitably based on reflection. Modernity is the best means of reflecting. Through it, pre-modernity, modernity and post modernity can be cross-examined; complicated experience can provide comprehensive theories. Only in such theoretical vision, can the problem of modem moral education full of extreme contradictions and conflictions be understood and solved.From the vision of modernity, we try to analyze the complicated situation that China's moral education has encountered, the complicated relations between the ethical tradition of moral education and the modern one, the complicated influence on china's moral education from modernity ethics and the paradox between value and knowledge. With these analyses, many predicaments of moral education's modernity will be revealed. Although the chief problems in Chinese moral education are the legality , the selection of ethical station, and the spiritual degeneration of civilization. It is also a very important problem arising from the practical bewilderment brought about by the mixture of proposition on crack and newborn, hardship, happiness and freedom, liberation, technology, progress and nation, spirit and ration of knowledge, east and west and so on. How to solve these problems? Having been a problem itself yet, modernity can't make any solution that won't invite doubt. It may be a wise choice to declare our stand during the course of arguing; just reference are those programs provided by this paper, such as from noumenon to occasionally, from nation to society, from model to learner.The aim of researching moral education from the aspect of modernity is neither to construct historic realism about the modernity of moral education nor to put forward an eternally effective program. It aims to present a certain state and to reveal a kind of more profound education quality. Therefore, the aim of researching modernity from moral education aspect is not to restore the basic concepts of modernity ; but to interpret an enlightenment philosophy on modernity.