The Decline And Revival Of Moral Education In American Schools After World War Ⅱ

Moral education in American schools has experienced special phases after World War II, it is a typical decaying period and a prosperous one. After the second world war, great changes occurred in American school moral education, the changes in American society such as the changes in the rate of population, the formation of ethnics, cold war, Vietnam War, civil movement, feminist movement, science advance and family changes resulting in the shifts in moral education. In the1940s and1950s, moral education was challenged by progressivism, moral education was criticized in education models and ways in the1960s, moral education in American schools experienced a hard period. Many schools adopted neutral attitude towards moral education and some even were in cold response. Since the mid-1960s, many people were aware of the bad results and various means were tried to resume moral education.The introductory part is on the causes of this research and literature review, both in and abroad. The definitions of related terms and concepts are also provided.Chapter one of this dissertation explores the background knowledge of moral education and the division of the different phases. The changes in moral education such as moral approaches and contents have been influenced by society changes, of which consist of the formation of different ethnic groups and the position in American society. Multiculturism challenged the core values and the relationship between the teacher and the students.The post war multiculturism urged the reform in schools. Religion status and opinions resulted in the secularization of moral education and the complete withdraw of its role in school moral education. Information era and information high way enriched moral teaching means and notions. The change in the function and structure of traditional families laid more weight on school moral education.The second chapter is about the track of decline and revival of moral education in American schools. The dissertation divides post war moral education in American schools into three main phases-the reaffirmation phase, the declining phase and revival phase. The first phase is from1945to the end of1950s, during which moral education had gained approval in the defeat of the Nazi, which was considered to be the victory between democracy and the evil and moral education had done a most important role. Moral education was reaffirmed and civil education was its focus. The second phase was from the1960s to1980s, during which phase, moral education lost the leading role to academic training mainly caused by the threat from USSR. Civil movement enforced moral relativism. Since the mid-1960s, many educators and teachers called for the revival of moral education and they tried to resume the role of moral education in public schools. Theorists put forward new approaches of moral education, such as the cognitive developmental model represented by Kohlberg and the values clarification model. In the early1980s, amid the widespread concern over students’ poor academic achievements and behavior, educators rediscovered the word character. And moral education regains a golden age.The third chapter is about the different theories and models influencing the moral education in American schools. The author lists three main theories, which are neo-behaviorism, humanism and essentialism. Because the popularity of positivism, neo-behaviorism advocated factual inquiry. Inner causes or sates were not considered to be the important determinant of human actions; moral education was just the formation of good habits. In the1970s humanism became popular, which held that man had a good inner nature, moral education should try to create happy atmospheres, the teacher was a facilitator not the controller, trying to develop the students’good inner nature. At the end of1970s the prosperity of essentialism favored the positive teaching of morality, the teacher should be the center, eternal moralities should be taught. Based on the above theories, there are seven popular models, which are the rationale building model, the values clarification model, the cognitive moral development model, the social action model, the consideration model, the character education model and the caring model. The background, leading characters and the notions of each model are discussed.The fourth chapter is about the gain and loss of American school moral education and its prospect. At present, character education has become the vital part in education, core values have been agreed in uniting people of various values, the moral education movement is its feature, and all the society has been inspired to educate the children with good character. Laws are signed to ensure moral education in schools. Americans try to create a positive environment in schools. Civic education has been given to ensure the stability of the society. The prospect of American school moral education is that the balance between moral and academic curricula will be the continuing challenge. The merits and demerits of standard social studies curricula will be the heated issue. Civil education will be given more energy considering American financial depression. The adaption of different theories and models will be lasted.The fifth chapter is about the implications of American school moral education to China’s schools. Firstly, more emphasis should be given to moral education. Secondly we should construct core values. Thirdly, civic education should be strengthened. Fourthly, educational resources should be integrated. Fifthly, educational notions should be renewed. Sixthly, more laws and rules should be implemented to ensure moral education. Seventhly, both moral education activities and indoctrination should be given the same place. Lastly, traditional moral beliefs should not be abandoned casually.