On Harmonious Moral Education

On the basis of reflecting on the validity of moral education, this dissertation attempts to construct the harmonious moral education and make its name match the reality. This paper has four parts.In part one, it accounts for the hypostasis that there is no apodeictic moral education through three aspects. The three aspects are the collapse of "transcendental human nature", the immorality of moral education that has unitary "value prejudication", and the consciousness from "confusion of being". Thereout, the author deduces that "non-standpoint" is the moral guarantee to moral education. Consequently, we consider the diversiform conflict of intersubjective "benefit" as the "origin" of moral education.In the second part, the author points out that "Harmoniousness", "Freedom" and "Morality" can be switched to each other in substance. The harmonious moral education is "Trinitarian" education of "Harmonious", "Freedom" and "Morality". Furthermore, surrounding the core problem of "benefit", the author constructs the harmonious moral education on the basis of "non-standpoint". The harmonious moral education is not belongs to god or things, but to human beings. According to the different age and the different developing stage of self-awareness, it uses different contents and methods, aim to realize the transcendence of contract in the intercourse of intersubjective benefit, and to realize the smooth demisability of benefit. It is the real moral education, which can be companied with pleased experience.In the third part, we outline the "non-absolute-truth" harmonious moral education model of Confucius and the "absolute-truth" harmonious moral education model of Plato, and appraised them in the lay of education.After used the experiences of the ancients for reference, we described the realistic harmonious moral education model in the fourth part. This realistic picture model accounts for the morality and validity of moral education by using the Marx s Theory of liberty. Furthermore, it is developed by using cognitive development theory. The emphasis is how to cany out the realistic moral education of school.