A Study On Moral Education For Undergraduates In Their Living Campus

Undergraduate Living Campus refers to the campus where a separate dorm group or the living district of undergraduates lies in a university. It has emerged in the last few years as the number of undergraduates rises and the educational reform deepens. It helps to extend the undergraduates’extracurricular activities from the individual dorm building to the whole Living Campus. Thus Living Campus has become the main platform of spreading information, communicating and discussing, as well as the intermediate station of entering society. In order to meet the requirements of the development of the society and higher education, and to cultivate the successors of the construction of the socialism with Chinese characteristics, who are well developed morally, intellectually and physically, Living Campus should be made full use of to train the adaptability of the undergraduates. Therefore, Moral Education and its development are under the spotlight. Moral Education of Undergraduate Living Campus should be defined as planned, organized and gradual education, relying on Undergraduate Living Campus, of political ideology and moral standard according to the situation of our country. This kind of moral education develops students’quality of ideology and morality in their daily work, study and life, which can provide qualified personnel for the society.Moral Education for Undergraduates in their Living Campus should return to the life world."Life-world" is a concept developed by Mr. E. Edmund Husserl, founder of Phenomenology in the20th century, and such a concept was used to solve the cultural crisis in Europe caused by the detachment of culture from the living world. Turning to Life-world has been a major transformation of the topic of western philosophy since the20th century. But as a matter of fact, Karl Marx had always been focusing on and studying Life-world which was even the basis and foundation of his philosophy. Today, Moral Education for Undergraduates has made notable achievements, but it has also encountered bottlenecks for further development. The argument made in this article is that Moral Education can only regain its significance when it returns to the life world. This argument is based on the critique of the following two negative tendencies-one takes objectivism and positivism as the theoretical foundation, and inculcation of moral knowledge as the fundamental purpose of college moral education, which conceals or even denies the reality; the other one advocates so exorbitant moral aims as to be detached from or ignore the real life during the criticism of moral life and the pursuit of emphasizing transcendency. Hence the argument that Moral Education should return to the life world is a result of introspection on doubts about the legitimacy of its’own existence with profound basis in the Theory of Survival.Based on the study of different patterns of Moral Education for Undergraduates in their Living Campus in some universities home and abroad, and taking a Community School of one university in Shanghai as an object, this article aims to explore the pattern of Moral Education in Undergraduate Living Campus guided by Marxist philosophy and the scientific viewpoint of development, which reflects that this is an empirical study. This Community School is the symbolic model in the management of Moral Education for Undergraduates among universities in Shanghai and even in East China, which not only has the character of the normal manager of Living Quarters but also has its unique merit. Therefore, deeper thoughts and innovation on this issue are expected.