Assessment Of Dewey's Moral Education Thinking

This thesis is based on the Marxism theory of scientific Weltanschauung and methodology. The author gives a deep analyze on the background of the Deweyan Morality Education thoughts which built on the Pragmatism Philosophy theory, the theory抯 historical background, the origin of this thought, the theoretic base, the essential contents, the historical influence and the historical contributes. Deweyan Morality Education is based on expansive culture background of the United States of American and the Pragmatism Philosophy thoughts. It had got a deep impress from the Darwinism; llegelianism of dialectic ideology, and James抯 psychology is the origin of Deweyan Morality Education methodology. Dewey has built the system of his oWn Morality Education thoughts from the criticism on the morality education before. When comes to the value of Morality Education, Dewey insisted on the view of relativism, and considered that had no absolute value standard, and no moral commandment that everyone must obey. All these morality rules would he changed during the human development. Considering from the pragmatic opinions, Dewey considered that the aim of the school抯 morality education must consider over its conditions and function in society all the time. On the content and the approach of morality education, Dewey claimed that the school life and the teaching material in all kind of school courses should cultivate children抯 morality. In emphasis consolidating on morality and sociality in school education, Dewey protested that morality education contents should reflect the social lives, the school抯 morality must be same as social抯. Although there are many rationalities in Deweyan morality education thought, there are many unredeemable historical, classæ¢'onscious restricts in his theory. The Deweyan Moral Education is based on the Mentalism philosophy and the Bourgeoisie individualism. Theoretical view bear colors of Mentalism and Metaphysical. In the purpose to establish and consummate the ideology and politics education system, to inherit the excellent traditions and to innovative the disadvantages. Developing with the course of the society and history not only influenced by the existent of the society, but also more on the developed the useful and discarded the useless of the experience in it and in the convention. A nation抯 morality education exists only in compare with others. They have different characteristics and experience of their own. In order to get a great improve, all kinds of culture must learn from the others. We must deal with the relations between assimilation and development. In conclusion, we can learn a lot from Deweyan Morality Education thoughts for today抯 Politics & Moralities Education抯 practice and theoretic research.