Transcending The Theory Of Subject-oriented Moral Education

The theoretical construction of education has been flourishing with the progress of our country's reforming and modernization during the last 20 years. To meet the demand of the time, the building of moral educational theory has been developing rapidly. Under the acceptance of the basic progress in moral education, the theory of subject-oriented education is discussed and analyzed in the essay. A proposition which is beyond the theory of subject-oriented education has been raised and a new horizon in the building of moral educational theory has been put forward.To be aimed at the tendency in history and cultural revolution that human beings were not given enough respect and the reality in China education that the students' motivation was not paid enough attention, Marxist philosophy and modern western philosophy has been introduced and illustrated in subjectivity philosophy by the philosophers in our country. Educational circles use the term and definition of subject as an essential concept in the establishment of the subjectivity theory. The subject-oriented and development-oriented moral theory has been put forward by moral educational circles and subject-oriented education has even been practiced as a hypothesis in educational experiments, which has been accepted widely and has influenced greatly in education realm.The author of the essay raises objections and questions on the theory of subject-oriented education and examinations are also given. Though it is a proposition of value encouraging the subjective importance of the human being, the horizon of intelligence in subjective principal and the thought of isolating subject from object are likely to clear up the existing significance of the human being. Therefore, subjectivity philosophy should be surpassed.The author holds that human beings should be treated in "Doctrine of Being",, backed to the living world, and faced to the well-being directly. Social points should be turned to human being's points and conventional points should be turned to moral points because moral education is the education of cultivating human virtue. Virtue is the guarantee of well-being and virtue education should be an educational art. The concept of "virtue" of Alasdair Maclntyre and "well-being" of Zhao Tingyang are used by the author to make the essay rigorous and fluent and to avoid the problem of incommensurability according to A. Maclntyre.The author advocates the point of moral education backed to life, the theory of virtue education, the well-being education, and moral education being an art under the adoption of the theory of intellect. The stress of intellect is "practicing" and subjective to the overall understanding about human existence.