The Research On Value Crisis Of The Present Moral Education

For moral education, what research methods we adopt to explain it, concerns how and whether it can illustrate the essence of this problem or not, but also how and whether it can solve the problem or not, or at least it can provide the scientific thinking way to solve it. As far as moral education at any time concerns, it all have the attempt to make educate practice what they believe in and make them believe in what they practice. In fact, only in this way, is this kind of moral education successful. So we can judge whether moral education is successful or not only from this perspective, namely, observing those who educated in morality hold what beliefs and attitudes and how they practice these beliefs. Therefore, from the people's moral behaviors, inspecting the relationship between our actual moral education and moral performance is of great help for us to explain and reveal the essence and the source of the problems in moral education in order to seek the train of thought to solve them. The birth and spread of the nihility and hypocrisy in morality in modern society shows the authority of moral education has been lost, which results from the true value of moral education may be distorted or hidden or removed. For this problem, we can get a theoretical hypothesis: the present moral education may be in the self-existed value crisis. The purpose of this dissertation is from the illustration about the performances and the sources of nihility and hypocrisy in morality, to inquire into whose the present value crisis in moral education comes, and what it looks like and why it sprang out, namely, to reveal how and with what the true significance of moral education has been hidden in order to try to find solutions to return the truth of moral education. This research got the following conclusions:The logic of moral nihility is the replacement of value with worthiness. Taking morality as worthiness will cause the distortion of the essence of morality not only in reality and but in logic. Misunderstanding the essence of morality is bound to result in wrong and unreal moral education. If we determine morality with worthiness and further determine moral education with worthiness morality, we can get the inevitable result of moral nihility. If moral education lost its real grounds, the real value of education would be disparaged. Moral education based on worthiness, avoids the moral significance of education, dispels educational ideals, makes its value only adapt environment rather than surmount it, namely, the education has lost its own value of noumenon and only left as a tool. Which makes moral education has no ground. Nihility in moral education rejects the objective and free value of morality, and further exiles the free value of education, and abandons the independent power of education. Education has no way to show its own noumenon existence, so it is difficult for it to create the true moral human beings.Hypocritical moral education in essence equates the value of morality with worthiness, which distorts the original purpose of morality, and which makes moral life point not to human but to other purpose except human beings. Therefore, Morality and moral education have been utilized and changed to be tools. The more generalized morality and moral education are, the more easily, purpose and means, attitudes and behaviors are divorced, which results in alienation of nihility. In fact, the essence of hypocrisy is nihility, so the logic implied by hypocritical moral education inevitably results in nihility in morality.The false orientation in noumenon for morality is the essential cause that moral education has no grounds to exist so as to lost its educational authority. Moral education isn't itself, namely, its characteristics have been changed completely and transformed to be other form of education, or alienated from morality to be alienated power for morality. Therefore, the present moral education has been lost in crisis of value because of its loss of truthfulness. Synchronously, which means that educated people have doubt about morality and moral education, that the functions and authority of moral education have declined. Moral education has to return to truthfulness and base on rational ground if it regains its original authority.Only through taking human beings as the carrier of morality, namely, human beings take on morality, can morality get its dynamic purpose, can morality and education be compatible in the aim and in the methodology. From here they get a common bearing point: for what people live, or what life people should live. If not, morality and education can't live in identical value and they must alienate each other. Human beings as the carrier of morality is one of rational grounds of moral education or one of necessary conditions. Moral education need to concern the human nature, which needs ontology of morality to be the precondition. So morality takes the existence of human beings as its ontological ground, namely, ethics and ontology are unitary. The true purpose of moral education is to realize the unitary of existence of morality and human beings.Willingly to be human being is the ultimate essence of moral education. It indicates the nature of human beings and it makes them develop their nature. So the existence of moral education is due to that of human nature. Generating and protecting human nature is the real mission of moral education. It embodies and creates willing will. Moral education in essence is a living of human beings. The aim of moral education is not to restrict people and not for moral principles, but to make human beings get the name of"human being". Therefore, it teaches people to be human beings willingly. We can say that moral education is the second burn nature of human beings, which educates people and makes them self-educate at the same time.We should go beyond theory and practice at split between China and occident, tradition and modern times in order to understand the fundamental problem that we how to choose the way of morality and its education in the present age of China. Only base on the true purpose and the true mission of moral education, can we find the key. Only this is the case, the problem and the truth itself. Moral education based on"willingly to be human being"requires us to abide by a basic methodology, that is, we can not depend on some absolute ideal hypothesis and some non-experiential moral principle, but willingly choose according to the present morality and moral education and from the human nature of social practice. We should look for the right rational way of moral education, guided by the idea of complete human being, proceeding from the whole social culture and history and based on the rational analysis and inference about the present Chinese morality and moral education. From the perspective of complete human being, we may take good citizen as one level of moral human being, and the starting point not the end-point. We may look on good human being as the top level of moral human being, not the only form of moral human being. Namely, we should give up which is the first one good human being and good citizen on the concept of"moral human being", and we should seek the unity of them. Furthermore, we should build a sense of levels in the social morality, not simply divide the morality into nobility or beggary. Therefore, creating the moral human who are the unity of good human beings and good citizens means that the present Chinese moral education needs to establish a clear modern image of China's moral human being.The mission that we create the real moral human being finally falls on the moral education in schools. Although morality and moral education relatively independent, they are not absolutely isolated islands. Whether they can and be transformed into people's practical pursuit is related to whether and how the whole society has canonized them. Thus, if we only depend on moral education in schools to create moral human and overcome nihility and hypocrisy, we magnify the functions of school education actually, only to cause"school omnipotence". In fact, moral education wouldn't return to truthfulness without the cooperation of the country and social factors, for any school education can't exist isolated from the country and social background. If the real purpose of moral education couldn't be justified by the concrete social practice, it would have no convincing power. Therefore, the return to truthfulness of moral education also needs all kinds of support and cooperation related to moral practice.