On The Philosophical Base Of The Subjectivity In Morality Curriculum

The objects of morality education are actual and animated individuals---people.The validity of morality education mainly lies in whether the objects accept morale inheart and fulfill morale in action. Therefore, the construction of morality curriculashould be carried out enclosing "people"However, our misplay in the traditionalmorality course and morality education is just the absence of subjectivity thoughts andthe disregard and Especially in recent years, "subject"has become a hot topic inphilosophical study and shown a great vitality in practice. This article begins from theangle of subjectivity philosophy to scan the innovation of morality curricula todiscover their linking point in order to offset the vacancy in this aspect, to provide anew visual angle for the enriching of morality curricula ---in theory, thephilosophical argumentation; in practice, the use for reference and enlightenment for theconstruction, implementation and perfection of morality course system. Therefore, theinnovation of moral education can be carried out under the direction of the scientificallyphilosophical theory and will benefit the effect of morality education. The whole articlefalls into three parts:The first part discourses upon the outlook on curriculum and philosophy, includingthe historical trace to the source of curricula and philosophy, the contribution whichphilosophy has made to curricula, the philosophical thinking of several representativecurriculum outlook. In this part, the writer first traces back to the historical source ofphilosophy and curriculum to make clear that there is natural flesh and bloodrelationship between philosophy and curriculum. Then, the writer stresses on the probeinto the theoretical base and the practice precondition of this relation-----thesignificance and value of philosophy for the existence and development of curricula,that is the contribution of philosophy for curricula. Finally, through the philosophicaltheory embodied in the three representative curriculum outlooks of the"children-centered"or "students-centered"curricula, "subject or knowledge-centered"curricula and "society-centered"curricula, the writer tries to clarify that no matter whatkind of curriculum outlook must be based on certain philosophy even without realizingit, so the embodiment of philosophical thinking in specific curricula.The second part is about the present value pursue of the morality curriculumoutlook, mainly about the rationality and significance of the subjectivity philosophicalthoughts as the present value pursue. It is a very difficult thing to choose a guidancethought as the study of curriculum theory under the trend of multi-polar value pursue inthe present society. However, each new curriculum theory and idea comes on anddevelops the useful and discards the useless of the old theory. So we must comb anddiscuss the old theories, from which we try to find the good and the bad, then we candecide to accept or reject them in the innovation of the new curricula. Subjectivity is themain rhythm of the development of the human history. The history of humandevelopment can be considered as the history of man's development, the increasingself-discipline of one's morality and the uninterrupted strengthening of man'ssubjectivity because of the evolution of human being. Man's special subjectivity statusand the unique "man as the root"of morality curricula determine that one's subjectivitymust be brought into full play in the innovation of morality curricula, therefore themoral education can take out the actual effect. In particular, by analyzing the traditionalmoral education, the writer tries to point out that the bad effects result mainly from theignorance of children's subjectivity status. In traditional moral education, children's areregarded as"moral bags"and are crammed with moral infusion. Children are educatedmorally by using forceful measures of punishment, reprimand, criterion, restriction, etc.As a result, the enthusiasm of children's learning moral knowledge and improvingmoral accomplishment is easily contused, which causes their resistance and collisionagainst moral rules and codes of conduct, only taking orally but not in heart. Since thechildren who are receiving moral education are not convinced in their heart, and notinfluenced in soul, so enhancing the actual effect of the traditional moral education isjust a wonderful catchword without any actual values. Because of what have beendiscussed above, the stress of subjectivity philosophical thoughts has been brought ontothe program of innovation. The third part probes into the construction of morality curricula directed by thethoughts of subjectivity, through which the writer tries to find the lost subjectivity ofhuman. Namely, people's consciousness to practice the moral action will be enhancedand further the effect of morality education will be bettered and boosted up by payingmore attention to and soaring people's subjectivity. This part is the difficult one of thewhole article. The writher discourses upon this part from the basic pursue and the...