Study On Moral Responsibility Education In Schools

Moral responsibility is not only an old and kernel category of ethnics, but also an urgent and real-life issue which people often have to be confronted in daily life. It is old because it has been discussed repeatedly and fully down through the history of both eastern and western ethnics. It is kernel because, as a kind of moral phenomena, it embodies the moral stand people should take and the moral requirement people should meet when dealing with such moral relations as he VS I, group VS I and the humankind VS I. It's impossible to probe into moral education without touching upon moral responsibility and moral responsibility education. To some extent, moral education is the education of moral responsibility, which aims to teach people to live and act as a responsible individual. If the inherent conjunction of moral responsibility and moral education makes the teaching of moral responsibility an indiscerptible part of moral education, then, the general absence of moral responsibility in real life makes the moral responsibility education imperative under the situation. The urgent importance of carrying out the moral responsibility education is made clearer by the modern appeal to restoring the order in social life and promoting the civic moral education. Although we can't attribute the civil indifference to moral responsibility entirely to the inefficacy of moral education and pin our hope wholly on the reform of moral education, it has been proved theoretically and practically unfeasible to give up any effort to carry out the moral education. In fact it has been a common trend to strengthen the moral responsibility in the i nternational educational reform all over the world.This study on the moral responsibility education belongs to basic theoretical education. This study explores where moral responsibility takes place and how it develops and changes, declares the ultimate significance of moral responsibility for the humankind and their life, and attempts to provide an alternative thinking based on theoretical logos and practical logos,which aims to help improve the civic moral responsibility quality, carry out moral responsibility education, abolish the disadvantages of the established moral education system and improve the actual effect of the present moral education. In consideration that the realization and development of moral responsibility has its own special formula which doesn't completely coincide with the running of history, therefore this study, following the combinative research principle of analysis and integration and review and deduction, focuses on the concept, meaning and established moral responsibility education and attempts to work on the possibility of moral responsibility with the related researchful outcome of moral philosophy, moral psychology and sociology, which lays a solid theoretical foundation for the building of both t heory and practice of moral responsibility education.This study starts with the inquiry about the real-life problems and examination about the theory, concentrates on kernel questions about moral responsibility and scholastic moral responsibility education, then dwells on the discussion one by one and falls into six chapters in all. Chapter 1 focuses on'what is moral responsibility'. Based on the comprehensive review about the established concept of moral responsibility, this study holds that moral responsibility means social individual's ability to consciously fulfill his own moral duties and answer for both good and bad results of his own moral deeds based on his developmental knowledge about his social relation existence and social role in accordance with certain social moral values system. Moral responsibility is characterized by conscious self-control and considerable freewill, and the stress on answering for the results of one's own action.Chapter 2 focuses on'why people should be responsible', People should be held morally responsible for their activities because to be morally responsible is not only a wise life style when the individual deals with various kinds of real-life interest relations, but the essential content and approach when he endeavors to fulfill himself and advance the social d evelopment.Chapter 3 focuses on'how moral responsibility can be classified'. In line with individual's existent nature as the carrier of social relations, we can divide the concrete moral responsibilities into three groups ranging from personal life, public life and global sphere. The meaning of moral responsibility is keeping developing at different levels and has gone beyond the social relationship context and spread to the relationship between human being and nature.Chapter 4 constitutes one of the key parts of this study and focuses on'why people can be held responsible'in a multi-discipline way. First,based on the philosophical analysis, humankind is the only kind of being who has freewill. It's freewill that makes moral responsibility possible. Moral responsibility results from freewill and only acts of free will can be judged moral or immoral. Second,Jean Piaget, the famous Swiss Psychologist, scientifically set forth the developing process and mechanism based on his experimental research from the microcosmic individual development standpoint. He insists that moral responsibility is a developmental concept which evolves through two stages from objective moral responsibility to subjective moral responsibility. Only subjective moral responsibility can be deemed as the real responsibility which results from cooperation. The third part emphasizes that individual, in nature, is the carrier of various kinds of social relations and he can't live out of society on his own. It is held that social factor is the important part of individual's moral capabilities, which makes him able to and has to fulfill him responsibilities. It's very important to proper understand school education's special influence in how to make the students learn to be responsible and the limitation of its influence.Chapter 5 focuses on'why moral responsibility can be taught'. Moral responsibility is one of the subordinate concepts of morality. If we solve the problem of"why morality can be taught", then it's easy to understand"why moral responsibility can be taught". The nature of the disagreement about"whether moral responsibility can be taught or not"rests in the different understanding of the teaching of morality. The teaching of morality does not necessary means moral instilling or moral preaching, it has its own special nature, forms and contents.Chapter 6 concentrates on the ideal thoughts and practical strategy of scholastic moral responsibility education. This part begins with the definition of scholastic moral responsibility education, then turns to the general review about the historical efforts towards how to teach the students to be responsible. Based on the research above, it's concluded that the real effective moral responsibility education should and must be based on the respect for students'freedom and transfer from moral indoctrination aiming to teach the students to show obedience to moral dialogue aiming to teach the students to make free choice and learn to be responsible. Finally suggestions are made on the practical strategies supported by related established efforts. The proper practical strategy should pay attention to building an environment to respect students'freedom and encourage self-discipline and self-autonomy, developing students'moral judgment and moral reasoning, organizing students'own cooperative and active activities, and introducing positive social actors into the scholastic moral responsibility education, and jointly teach students to be real responsible subjects.