Path Change Of Moral Education In Schools And The Role Defined

This article tries to answer the problem that what school moral education shall do when morality can not be teachable.Logically, that morality can be teachable or not is the preliminary question which moral education must answer. This article not only picks up Socrates' old question that virtue can be teachable or not, but also from the view of modernity, gives all aspects of moral education an overall inspect.(1) From the view of political philosophy, that virtue can be teachable or not exists a paradox: Virtue as knowledge can't be teachable, but it is true that virtue can be attainable. This paradox shows that virtue's attainment is of occasion.(2) Moral conduct is irrational. Any moral conduct, whether having true ethical value or being of customs, is irrational.Morality can not be teachable, and its attainment is of occasion, which does not mean that moralities are born by nature, but means that moralities can be attainable occasionally in the course of education, both legislation education and school moral education. So education is important to morality. Since morality can not be teachable, we must change our old educational thinking in order to strengthen the effectiveness of moral education. School moral education is not supposed to find out the line of moral education, but should change the path from active and affirmative moral education to passive and negative path, namely, school moral education, may suck up some teaching, and should not care about what teachers teach, but teach students not to be immoral. So school's moral education can provide students with education of moral choice, which may be a practical and effective path. Meanwhile, moral character education is also a long-time and important task of school training, but moral choice education and character education are supposed to be conducted around the education aimed to cultivate the true moral man.