On The Moral Education Value Of The Theory Of Communicative Action

Such phenomena as, no connection between students' real life and school moral education, the absence of moral ethics in moral education, and the immoral of moral education in itself, have occurred time and again. Aimed at the problems that existed in moral education fields, the reflection of the theory and practice of moral education should be carried out, and we must renew our moral education concepts, looking for the road leading to the true moral education. As the representative of the second generation of the Frankfurt School, Habermas is erudite and prolific. He is not only known as philosopher with the most powerful ideological might, but also with the global influence. The theory of communicative action is the core of his academic thinking, communicative ration is promoted during this theory, and the elucidating of commumcative ration mainly from the perspective of ethics. This paper attempts to tap the significance of moral education from the theory of communicative action, and to provide a new perspective for the reform and development of moral education theory.The main contents of this paper can be divided into five parts. The first part makes a sketch about communicative action theory. Through the analysis of the main concepts of the communicative action theory, the writer of this paper outlines the main idea of this theory. The second part presents an analysis of correlation between communicative action theory and moral education, the theory of communicative action mainly focus on the "morality -- practicing " perspectives, and it has important ethical implication. Looks from the spirits of moral, the writer believes that moral education should be classified as communicative action, not the aim or tool action. The third part mainly discusses about the meanings of moral education of communicative action theory. In the writer's opinion, these hints can be obtained from the theory of communicative action: cultivating the moral subject with traits of inter-subjectivity, moral education returning to the living world and holding the ethical spirits of dialogue in the process of moral education. Part four carries out the reflection on the dilemma about moral education in schools, and the current status of moral education in schools has been analyzed using the communicative action theory. The writer believes, moral education is isolated from the students' reality life and moral education itself is not moral enough, which are the main problems. Lastly, some suggestions about moral education have been put forward under the perspective of communicative action theory. In response to those problems, the writer of this paper thinks that, in order to improve the effectiveness of moral education, moral education should go to cultivating from discipline, we must ensure the legitimacy of moral rules which we put forward to students, the organization form of moral contents should follow the logic of life, and the teaching process must be consistent with the spirit of ethical dialogue.