Research Of Lifelong Moral Education Inside The Learning Society

There has been a long history and numerous studies on lifelong moral education practice. In china, the lifelong moral education practice can be traced back to Confucius’s The Analects of Confucius, while the lifelong moral education practice in Western world can be traced back to Plato’s wisdom "intelligence is knowledge while knowledge is virtue". However, the research on lifelong moral education theory was first studied after the present of lifelong education concept in1965. In1965, Paul Lengrand made an academic report on "lifelong education" on "the third session of the International Committee of Adult Education" of United Nations Educational, Scientific, and Cultural Organization. This report discussed the problem of lifelong education for the first time, which means the establishment of international lifelong education theory. At the beginning, lifelong moral education is a branch of lifelong education theory, therefore, the establishment of lifelong education also means the germ of lifelong moral education theory.The learning society theory was presented at the same period with lifelong education and lifelong moral education theory. In1968, Hutchings learning society theory was in fashion with the publish of his work "Learning Society". With the push of United Nations Educational, Scientific, and Cultural Organization and the worldwide learning thought, learning society was gradually developed into a new social form and became an important part in global development strategy. Lifelong moral education and lifelong education is the important part and core feature for the construction of learning society. Thus, this paper takes lifelong moral education within learning society as study subject, which is not only the development and enrichment of moral education thought, but also the further explore and innovation on the construction of learning society.This paper starts from the relationship between learning society and lifelong moral education, analyzes the concept and development process of learning society and lifelong moral education, and generalizes the concept of lifelong moral education under the perspective of moral education. In the past, the concept of lifelong moral education was analyzed from the view of education lacking the concern on human and human nature.Since we take the moral subject "human" as the core study of lifelong moral education, the cooperative relationship between human beings and their surroundings as well as human beings’ harmonious development in the environment become the key content of lifelong moral education research. This paper is separated from the concept of lifelong moral education under the education perspective, and analyzes the basic value, realistic value and ideal value of lifelong moral education from the view of survival, life and development of human beings.As a complex theory structure fusing philosophy, education, psychology, and sociology, the development of lifelong moral education is affected by thoughts of western philosophy and psychology, which forms Paul Lengrand’s social learning lifelong moral education mode of modeling realistic human beings, pursuing happy life and realizing human’s adaptability, develops Peter Jarvis’s pragmatism lifelong moral education mode, and completes Moore-Leicester’s humanism lifelong moral education mode.During the50years’history of lifelong moral education development, France, Japan and America have formed their own distinctive lifelong moral education practice mode. As the origin of modern civilization, France’s lifelong moral education practice emphasizes the participation of the society and the effect of social power, which forms the socialized mode of lifelong moral education. America’s lifelong moral education focuses on the acquisition of morality and emphasizes the achievement of independency and freedom, which forms the learning mode of lifelong moral education. Japan’s lifelong moral education presents its legal feature from the set of the goal, the organization of the content and the implement of social morality.The worldwide lifelong moral education theory and practice has identical part, while morality, as a kind of ideology, has inerasable national attributes and features. At present, our country is during the key period of the construction of well-off society. Morality, as the superstructure, should serve for the economic base, therefore, this paper defines the lifelong moral education theory of socialism with Chinese characteristics, which takes "harmony" as core content, human’s integrated development, happy life and social harmony as goals. This paper divides the education stage of lifelong moral education and defines the education content of lifelong moral education.China’s lifelong moral education practice is different from other countries. Western lifelong moral education practice is established and developed under the push of nongovernmental organizations and social groups, while the motivation of China’s lifelong moral education practice is from the government and the political party, which forms the lifelong moral education practice mode with Chinese characteristics under the guide of scientific development concept, that is, learning political party and learning government.Lifelong moral education realizes the harmonious development between humans and politics, economy, society, culture and ecology, which presents the progressiveness, innovation and temporal spirit of oral education.