Modern Explanation Of The Traditional Teachers’ Virtue

From theory analyze tradition teacher virtue’s origin is the foundation to interpret tradition teacher virtue’s modern meaning. In the first place, this research believes the spirit of traditional teachers’ virtue is "dao",through ascending origin of teachers’ virtue. It can be demonstrated in three aspects as follows:firstly, holding "dao" is precondition for teacher; secondly, in essence teaching practice is a process for transmitting "dao"; thirdly, the ultimate aim for teacher transmitting "dao" is for cultivating students as men have noble character and virtue. Furthermore, this research believes cultivating virtue should be oriented with the Moral Root Self. In the second place, this research interprets the connotation of the tradition teacher virtue in two aspects as follows:firstly, interpreting traditional teachers’ virtue from outside way, this research believes teacher’s social identity’s attribute specification is taken as basis for judging teacher virtue. Follow above perspective, the connotation of the traditional teachers’virtue is transmitting "dao", teaching knowledge and answering question, namely, transmitting "dao" means transmitting the "dao" of Heaven. Land and Human being:teaching knowledge means teach classic text with the spirit of "dao"; answering question means knowing noble virtue. The relation among above three aspects is as follows, transmitting "dao" is the aim, teaching knowledge is the way. and answering question is the foothold, namely, teachers take transmitting "dao" as the aim, develop the student’s consciousness and virtue through teaching knowledge. Secondly, interpreting traditional teachers" virtue from inside way, this research believes teachers" benevolence is the Moral Ontology developing by education practice, which is proved by compare with China and Western’s virtue origin and development. This research also believes the characteristic of traditional teachers’virtue is as follows:educational feature witn no distinction between classes or races of men, self-awareness feature with virtue consciousness, and substantive feature with the virtue achievement of teachers and students.Ascending origin of traditional teachers’virtue is theory foundation for this research, but modern interpret the traditional teachers’virtue should be based on reflect on modern teachers’virtue. This research believes that the development of tradition will form a variant chain, namely, it not only have tradition’s variant but also have identity of new variant. Actually, anything is in the middle of the variant chain, namely, not only inherit identity of tradition but also create new tradition. So, judging teacher virtue’s stable standard in the tradition variant chain is weather tradition teacher virtue can meet the demand of the value of the contemporary people, namely, the scholar Heales saying, the common consciousness is in the contradiction between tradition and modernity. So, before interpret tradition teacher virtue should reflect on modern teacher virtue, that means know the shortcoming of modern teacher virtue, then we can judge which part of tradition teacher virtue can meet the demand of the value of the contemporary people, for interpret tradition teacher virtue which is characteristic of identity value to the point. This research believes modern teacher virtue counter crisis of dispelling. Firstly, the consciousness of teacher virtue is negative and slack, namely, it can demonstrate as follows:on the one hand the teacher can not be conscious of moral influence to student through their education practice, that is to say, the teacher virtue agency consciousness is unconscious; on the other hand the teacher virtue lack the reflective consciousness. Secondly, academic and "dao" is separated in teacher virtue practice, namely, it can demonstrate in scientific "dao" departure and humanism "dao" departure, in other words, in our modern school education, we didn’t really absorb the scientific spirit behind the "dao" of western science, also have no way to keep our traditional culture of humanities, such as "cheng ren cheng shen". Thirdly, the spirit of teacher virtue is decline, namely, on the one hand, in the professional group of teachers, institution and ethics relevant to teacher have been increasingly enhanced, on the other hand, the teacher virtue is decline by the external rules continuously squeezed, and in other words, the teacher belief and moral pursuit is decline.This research analyze the origin of teachers’ virtue decline through three aspects as follows:firstly, from culture aspect, this research believes teacher virtue’s development is based on teacher themselves culture world and as to Chinese teacher counter culture confliction with the china’s modernization, namely, on the one hand, the culture value from integration to split lead to teacher’s moral value from humanity to means, on the other hand, the confliction between virtue culture and intellectual culture result in teacher’s identity crisis. Secondly, from society aspect, this research analyzes social factor influence to teacher virtue in two aspects, such as the social structure differentiation and social relation change. This research believes china’s social structure model changed from "’Stateâ†'The Gentleman and Patriarchal Clanâ†'Society Member" to "Stateâ†'Unit of the Organizationâ†'Society Member". Through above changing process, teachers’ existing mode and be given resources distribution also changed, which make modern teacher identity is characteristics of institutional and parasitic, leading to teachers forget the mission of education. At the same time, with the characteristic of social relation change from ethic to means, lead to teacher’s social function and social status changing and teacher’s authority is decline. Teacher’s social identity changed from intellectual to education service offerer. Finally, from school organization aspect, teacher assessment orient to efficiency is disadvantage to teacher virtue’s development. Currently, under the existing evaluation system, teachers" value changed from supreme virtue to efficiency first, from the mental labor to the degeneration of the mechanical physical labor, which reflect the teachers’one-dimension state under the background of the professional division of labor, in other word, the teacher only follow the reality, don’t deny, critique and transcend.Based on analyze the problem of teacher virtue and the cause result in teacher virtue decline, this research creatively interpret tradition teacher virtue purposely. From the outside aspect, tradition teacher virtue changed as follows in modernity perspective. Firstly, in the new era, the connotation of "dao" changed from transmitting the "dao" of Heaven, Land and Human being to the "dao" of nature, science and humanity. Specific say,"dao" of science means seeking truth, which represents the spirit of advocation of truth, perseverance, persistent exploration, reflect criticism, innovation of human being in the face of the danger of the objective world, cruel and unknown reality brought about by the confusion and bewilderment;"dao" of humanity means seeking good, namely, human being based on reflection on inner world, form the value orientation of and attitude towards life, through self-reflect on the mind, dignity, and value. The core of "dao" of humanity is "zuo ren", which means keep good relation among one and oneself, individual and society, self and other;"dao" of nature means "dao" of science and humanity project to human world, it can influence generation of "dao" of science and humanity through original-"dao" way, in this sence,"dao" of nature seek harmony beauty between science and humanity.This research believes the relation among above three kinds "dao","dao" of nature is aim, root, origin, and "dao" of science and humanity is spread by "dao" of nature in different aspects, in other word, it demonstrated two different ideas human being in the process of exploring spiritual world and material world. Secondly, from teaching knowledge aspect, teacher gradually break through the traditional knowledge to pay attention to the limitations of ethic knowledge, began to focus on the productivity of knowledge transformation and innovation, which demand teacher can’t confined to the existing imparting practical knowledge, have to seek knowledge about the future through continuous innovation of knowledge, should have the student agency consciousness, in order to promote the development of students’creativity, should have the consciousness and ability of scientific research, in order to promote the knowledge content update, and improve the effect of teaching knowledge, should hold political belief and social responsibility as internal motivation. Finally, in modern society, answering question means as follows, on the one hand answer question about knowledge and skill in the outside way knowing the world, on the other hand answer question about life development in the inner side way knowing the world. Specify saying, teacher answer question about knowledge and skill embodies in the cultivation of creative talents, namely, in order to cultivate students’ desire to explore knowledge skills and innovative ability through the way of inspiring and guiding. Teacher answer question about life development, which should inherit tradition teacher virtue "ming ming de" thought.As to teacher virtue inside way. teachers’benevolence as moral ontology have not been substantive change, so we should inherit moral creativity of teacher "ren" and should know the modern social change of outward form of teachers’benevolence. Specifically saying, outward form of teachers’benevolence mainly embody in the relation between teachers and students, namely, the tradition relation between them is based on unequal relationship, but the modern relation between them is based on equal relationship, so it emphasize dialogue and understanding. At the same time, we should know teacher moral rule is the modern development of teachers’benevolence.In the tradition teacher virtue’s development in educational practice aspect, firstly, this research believe should build up "transmitting ’dao’ as educational idea", and integrate "dao" of nature, science, and humanity in the knowledge era. Secondly, this research believes teacher should reconstruct spirit of intellectual, and understands their obligation is transmitting "dao". and shoulders their social mission to advance and enrich ethic culture, and bring up new generations. As to professionalism, education is an human activity to be perfect and beyond, and transmitting "dao" through cultivating with "dao" is the generalization and summarization of the characteristics. Actually, only by teacher can always stay humility and aggressive attitude in the education practice, can teacher cultivating teacher virtue by themselves through helping student development. Teacher’s virtue ethics realization process is a process of teacher professional ethic subjectized, in this process depends on the promotion of teacher’s professional moral accomplishment and moral self awareness, and reflection and critique is the main way of teachers’moral self-consciousness awakening. Finally, teacher should get the virtue achievement of each other through moral education practice, namely, unify cultivate student virtue with teacher virtue through the process of teaching benefits teachers as well as students, which demand teacher be a model of virtue for others achieving from action enhance knowing, from caring to emotion and from intellectual to virtue through devoting to education.