The Puzzle And Choice Of Moral Education In The Era Of Value

About from the1960s, we enter into an era of value diversity. Value diversity,who committed each individual initiative to choose the value that he or she willbelieve，makes people hold different ideas can compete to speak, to defend forthemselves, but also brings the puzzle of choosing and heated debate of differentpoints of view. In the meantime, some controversial problems arise both in theory andpractice of moral education. Based on such background, the purpose of this paper isthat, by analyzing, comparing and drawing lessons from the main point of westernmoral education schools, provide reasonable choice for the moral education in ourcountry to deal with the situation of value diversity. This paper mainly discusses threequestions: first, value diversity brings what confusing problems in moral education?Second, how are the diffident schools of moral education respond to these problems?Third, based on analyzing and reference to different views, how should the moraleducation of us respond to these confusing problems which brought from valuediversity? In this paper，the Canadian scholar Clive beck’s point of view is introducedin detail. Relatively speaking，his respond to the confusing problems which broughtfrom value diversity are more suitable for us to reference.To be specific, the full text can be divided into five parts. The introduction partbriefly explains the causes of the selection of this subject, and the present situation,significance, methods and ideas of the research, and also provides some definitionsand instructions to value diversity, moral education and value education, which arekeywords relevant to this paper. The first chapter narrates the origin andcharacteristics of value diversity, then mainly summarizes six confusing problems ofmoral education which are brought from value diversity, they are: first, whether thereare some value consensuses; Second, what are the aims of moral education; Third,what kind of course for moral education should schools set; Fourth, whether contentsor training skills should moral education provide; Fifth, what is the role of teachers; Sixth, what kind of educational methods should be adopted. The second chapterintroduces three representative moral education schools’ answers to those questions.They are values clarification school, Kohlberg’s moral education theory and charactereducation school. They provide us with three different ideas, but are mainly reflectedthe radical or conservative attitude to value diversity. The third chapter especiallyintroduces Clive beck’s answers to the above six questions, who holds a morereasonable compromise attitude than radical or conservative. Specifically, he sees:first, there are basis human values; Second, the aims of value (moral) education is topromote a good life(or promote happiness for human); Third, special, integrated andinformal value education courses should be set; Fourth, not only specific value’scontents should be taught, but also should improve the reflection ability of value;Fifth, teachers are both instructors and learners; Sixth, a variety of education methodsshould be used flexibly, besides, a reflection and dialogue way of education isadvocated. The fourth chapter comparatively analyses the scientific factors in thetheory of Beck’s value education, then finds out the mental qualities which aremerited our attention, including the spirit of humanistic, postmodern, compromise andreflection, etc.; finally answers how should the moral education in our country toreform and practice when facing the situation of value diversity, Beck enlightens us topractice the socialist core values, to carry out the concept of "life moral education ",and moral education should pay attention to the unified of "knowledge, emotion, will,action" etc.