On Honesty Education

As a kind of virtues, honesty is the base of the other virtues, which are hypocritical for lacking of it. Reasoning is an education approach, and it's also the base of all the education methods, it is called pseudo education for lacking of honesty as well. This article aims to discuss the programs for honesty education, so as to use reasoning construction approach in the field of honesty education.In this study, firstly we should analyze the meaning of honesty; secondly explore the ethical and psychological foundations on reasoning education of honesty; thirdly according to adapt Kohlberg's interview of moral judgment in form B:dilemma II, making an investigation at four schools in Shanghai and Zhejiang province with 453 students in order to refract students'moral judgment levels and development stages. Then, form two kinds of reasoning programs basing on students'honesty judgment levels. At last, talk about honesty atmosphere to ensure the effective for honesty reasoning by means of the above investigation about students' perceived honesty atmosphere in the class and then propose many strategies for building it.It shows that there are two kinds of basic reasoning approaches on honesty education, they are Consequentialist and Nonconsequentialist.It finds that there exist differences of students'honesty judgment level among different grades. Pupils and high school students are in significant differences, there are no significant differences between junior and senior high school students. Based on these findings, there exist two kinds of reasoning programs. One called persuasive program, which follows students' present moral judgment levels and emphasizes the conformance on students' present moral development stages in order to persuade them to accept the exactly honesty reasons. The other is called developed program, which presents reasons belonging to one step above students' present moral judgment levels to initiate their sufficient consciousness conflicts to move the moral judgment to the next stage.It also finds that honesty atmosphere in class affects students'judgment with positive correlation, that is to say honesty atmosphere in the class affects student individual judgment. Therefore, this paper advocates multiple participation, unidirectional interventions and the cultivation of honesty collectives to create infective honesty atmosphere for the sake of supporting and matching with reasoning programs on honesty education.