Their Own Legislation. Artificially

On the basis of criticizing the history and analyzing the reality since 20l1{century, it is clear that while we create more and more material values, one idealsociety which claims justness and general happiness seems to depart gradually.Now we are fhcing so nlany difficulties, such as ecological distUrbanceinadequate resources. demographic explosion. lack of security and etc., whichdestroy our existent surroundings great1y. For this reason, both governments andpopu1ace are activeIy seeking how to solve it. As an ideological reflection on ourexisting acttlality, Ethic, or Mora1ity a1so shows solicitUde for this field, thusEnvironmenta1 Ethic emerges.With the development of Environmental Education and with the purposeof civilizing people, Regular Education is adjusting the original theory and teachingmethods in order to satisfy the needs of more environmentalists. Nevertheless, thepresent Environmenta1 Education in regular schools lays great stress on knowledgeand ignores the systematical1y research in the Moral theory and practice ofEnvironment Education. So we make an effOrt to completC the EnvironmentEducation in schools.This artic1e includes three parts: The first harmonizes the logical relationsbetween Morality and Environmental Ethic. Moral Education must orientates its-self on a certain philosophy. Neither the basic orientation of values nor the cardinalt'rinciple can deny the guidance of Ethics. Exploring the environmental thoughts inthe ancient East and combing the sequence of ideas in the Environmental Ethics ofthe Occident draw that the literal sense of Morality is an reflection about ourexisting rea1ity. Accordingly to the continuity of time and space, it is a historica1inexorabIe trend tl1at the connotation of Morality extends from the TraditionalMora1ity to the Environmental Ethic.The second part is about the educational background of the EnvironmentalMorality. The international development of the Environmental Education givesmuch reference on how to conduct the environment education in schools, whichalso adapt to the environmental education in Morality. As was stated above, thelast part comes from the Marxism's materialist conception of history and posessome suggestions on what ideas we should have and how to do in schools.