On The Relativistic Thought Of Moral Education

Although it has existed since ancient times in a sense, the relativistic ideas of moral education became a thought around 20th century. The relativistic thought of moral education has become common practice and the main melody in moral education since 20th century. Under the influence of the thought, almost all modern theories of moral education carry relativistic flavor and the practice of moral education in school also has the tone of relativism, apparent or implicit. But there has been much dispute over relativism and the relativistic thought of moral education. While having helped the moral education in school get rid of the shadow of traditional education, the relativistic thought of moral education also has brought it a series of difficulties, which is the reason for its always being criticized. Because of being at the stage of omni-directional social transition as well as the import of western ideas of various forms, China is confronted with the challenge of relativism at present to some extent. In the above situation, it is a big problem for Chinese educational sphere to carry out moral education. Emerging under the similar background with China, the relativistic thought of moral education can be a kind of foreign cultural reference for choice, whose advantages and disadvantages brought to moral education in the west countries can provide us with some enlightenment and lessons. But our understanding of the thought is limited to its literal meaning, which is neither systematic nor clear. Therefore, the thesis tries to date back to its history systematically and inquire into its theory deeply, so as to trace its social and theoretical origin, present its developmental history and grasp its connotation. At last, on the basis of comprehensive assessment of the thought, the thesis aims at revealing the implications for the moral education in school of today's China, in the hope of orientating the moral education in school correctly and promoting and helping the reform and development of moral education in school of China.The thesis includes four parts: The first part mainly expounds the emerging background and theoretical basis of the relativistic thought of moral education. Having absorbed the ideas of related subjects and reflected on the traditional moral education deeply, the relativistic thought of moral education emerged on the grounds of the social reform and the plurality of morality it caused. Its direct basis is moral relativism whose characteristics are as follows: emphasizing the diversity and plurality of morality, insisting on its changes and attaching great importance to moral situation.The second part mainly discusses the evolution and basic ideas of the relativistic thought of moral education. The thesis simply traces the general development of the thought and highlights the cultural relativism represented by Durkheim's theory of moral education and the individual relativism embodied in the Dewey's and Existentialist ideas on moral education and Value Clarification theory, from which the thesis attempts to summarize basic ideas of the thought,ie moral education should have the orientation of plural moralities, the aim treating the cultivation of the ability of moral judgement and choice, the principle opposing the indoctrination to pursue the humanization of moral education and the relationship between teacher and student objecting to the teacher's authority to give prominence to the student as subject.The third part mainly analyzes the status, contributions and limitations of the relativistic thought of moral education. The relativistic thought of moral education is of great importance during the development of theories of moral education and makes unique theoretical contributions: responding to moral reality to emphasize the atmosphere of moral education where multiple moralities coexist, underlining subjectivity to feature the subjective nature of morality and moral education and paying attention to the cultivation of moral ability to improve the students'to adaptability to moral situation. But the thought also has its insurmountable limitations: having inherent paradoxes, separating form from substance and being ambiguous in moral assessment.The forth part tentatively presents the thought's implications for the moral education in school of China. With the relativistic thought of moral education as a mirror, basing on the simple analysis of the reality of moral education in China, the thesis emphatically explores its implications for moral education in Chinese schools: moral relativism in education should treat moral consensus as its minimum; formation of moral wisdom is the essential aim; morality is the principle; and life is the basic approach.