Toward Education Standpoint's Educational Ethics

The article's purpose is mainly to construct a new educational ethics based on education standpoint. There are three key questions:why should we construct an educational ethics based on education standpoint? How to build such a discipline? What it means to us with the new educational ethics. The article that includes four parts primary discusses these questionsIn chapter one, the article has discussed what educational ethics is and its research approach. It shows that there are two approaches of the research of educational ethics although there are many views about what educational ethics is. The first one is generalized approach that considers educational ethics as moral education and professional ethics; the second approach is a narrowing one that mainly study educational ethics from an ethics standpoint. And no matter which approach is taken, it is not educational approach. We think that the research of educational ethics should not be generalized but focus on the specific educational ethics problems and we should not only take ethical approach but also educational approach. That is to say, educational ethics should change non-educational to educational approach.In chapter two, the article shows what the meaning is of education standpoint. We set a basic structure of education standpoint from "discipline" and "standpoint" lever that includes four aspects:discipline basic hypothesis, object systems, knowledge systems and values. And then we introduce the analysis structure of education standpoint based on the understanding of education to its basic hypothesis, object systems, knowledge systems and values.In chapter three, we discuss the reasons, possibilities, particularities of why we should set up education standpoint to educational ethics, and make an exemplification from the discussion of educational punishment. There are two reasons of the changing: On the lever of knowledge logic of educational ethics, educational ethics knowledge can not conduct from ethical knowledge. Ethics have contributions as well as limitations to education. The limitation is that we can not get educational happiness through ethical codes. On the lever of the possibilities of changing of discipline standpoint, it includes theoretical and practical possibilities. Comparing with the changing of standpoint of other educational branches disciplines, it is more complicated for educational ethics'changing. In the article, we show the necessities and possibilities of the changing through the analysis of educational punishment.In chapter four, we depict a possible picture of educational ethics from discipline orientation, asking way, basic questions and methodology. On the lever of the orientation of educational ethics, it should changes from exogenous inter-discipline to endogenous inter-discipline. On the asking way, it should change from "how to deal with educational life from a moral perspective" to "how to deal with moral educational life from the perspective of student's growing and development" or "how to deal with moral life to improve student's growing and development". The changing of asking way means that the standpoint and springboard of educational ethics is not moral (good) but education, which includes student's growing and development. On the basic questions of educational ethics, it includes three basic questions:firstly, what is the relationship between education and moral; secondly, what kinds of "moral" life are more favorable to people's education (or people's development); finally, how to improve people's development through moral life. The changing of discipline standpoint also means the renewal of discipline methodology of educational ethics which consist of four aspects. On the discipline hypothesis, it will change form ethics hypothesis to education hypothesis; on the research perspective, it will change from "moral" perspective to "educational" perspective; on analysis unit, it will change from singer "aim" or "mean" unit to integrated "aim-mean" unit; on the way of thinking, it will change from abstract, analytical, normative thinking to concrete, integrated and developmental thinking.