Kohlberg's Moral Theory Of Cognitive Development And Confucian Moral Thought Comparative Study

Moral education is said to be a common topic of many disciplines. Lawrence Kohlberg's moral cognitive development theory, led the position of Western rationalism, uses empirical and scientific research to study moral education. In the fields of moral cognitive development and moral education practice, he has achieved fruitful research results. Kohlberg constructed a vast theoretical system, including philosophy of moral development, psychology of moral development and practice of moral education, which have had a profound effect to The United States and moral education of all of the world. However, Kohlberg's moral concept in theory and in practice also been questioned and criticized by many scholars.Confucian moral thought, which began in front of thousands and focusing on intuitive thinking, had drawn and summarized many concepts and thoughts of moral education from people's everyday experience and had left valuable moral resources to the human. This article tries to compare the moral cognitive theory and Confucian moral thoughts, interprets these two different kinds of moral education of West and China and hopes that the limitations of moral cognitive development theory can find the answer in the Confucian Moral Education, the same Confucian moral thoughts can also benefit from the Kohlberg's moral cognitive development theory, thus to guide the work of contemporary moral education in China.This thesis consists of four parts:Preface:firstly give the reason and meaning of writing this thesis. Then, describe the research method. In this thesis, the main research methods are literature research and the comparative method.Chapter One:This thesis mainly analyzes the course, ideological origin, basic concepts, processes and methods of Kohlberg's moral cognitive development theory.Chapter Two:It analyzes moral education from the position of Confucian moral education, and points out that the Confucian moral education emphasizing on moral self-cultivation, moral norms of behavior, the practical significance of moral education, and setting an example of moral character.Chapter Three:Based on the above analysis, according to the answer to moral education of Kohlberg's and Confucian's theories. Make a comparative analysis to these two theories. And then make a critical reflection to moral education based on comparative analysis, and hopes that the limitations of cognitive theory of moral education can find the answer from Confucian moral thoughts. The same Confucian moral imperfections can also benefit from the cognitive theory of morality, thus to guide the work of contemporary moral education in China.