| The issue stated in the paper originates from the reflection of the lower effect on current moral education. In terms of the important role of morality in the development of individual and society, educators have greatly concerned about moral education and so far a lot of work in this field has been done. But the result is not as good as people expected. The shortcoming, which exists in concept and methodology of moral education, is stressing highly in moral rational education but neglecting moral emotion education.Rational education, which relates individual moral behavior to "can or cannot", is a process of understanding the good, and it develops people's moral cognition, judgment, and reasoning ability, and is restricted by subject's cognition level. Now there is a lot of achievement in this kind of research and practice. By looking at the question and perplexity in current moral education, the paper regards moral selection as "willing or unwilling" rather than "can or cannot", and "willing or unwilling" is restricted by subject's mood level. The practice has showed that students could get some moral knowledge from the educators but could not get the same moral feeling experience and need. That would make hypocrite but not moral people. So moral education should not only raise the moral rational level, but also strengthen the moral emotion recognition and arouse the need of moral emotion. That is the vulnerable spot of moral research.The emotion used to be regarded as an accessory of cognition in the past. That is likely to limit the moral education research only to cognition field, and people have difficulty finding the importance of emotion in moral education. In order to avoid this simple sweeping logical assumption, the valuable aspect of this paper is reconsideration of emotion,trying to put out the emotion operating and function in individual moral internalization, to revise the value of moral emotion education and further to discuss its content, method and way .Besides the foreword and conclusion, the thesis consists of three parts. Part One summarizes the characteristics of emotion education through tracing the viewpoints of Chinese and Western educators. The thesis points out that the traditional Chinese emotion education emphasizes that "mood expression moderately" from the aspect of mood while "love expression differentially " from the aspect of emotion. The empathy and the molding of a person's temperament are the main two methods. However, when discussing the emotion education, the Western educators have three kinds of opinions: emotion education should obey rationality guide; emotion education should come over to God's summoning; and emotion education should go back to one's need. Through tracing the history of moral emotion education, the following research is determined and the basis for further discussing the connotation and the existence system of moral emotion has been established.Part Two includes two sections. Section One aims at understanding the connotation and the role of emotion. First the paper compares the difference between mood and emotion from occurrence, emphasis and stability. Then it point out the distinction between moral cognition and moral emotion from the way of individual's learning and psychology system. It indicates that moral emotion is the power of people choosing moral behavior. It not only influences the choice of moral cognition, but also spurs the emotion to spread. Therefore, moral emotion play an important role in people's moral development, and it is a key part in moral education. Section Two exploits the existence system of moral emotion and the fundamental composition of emotion. The paper suggests that some natural feeling , such as the sense of safety, affiliation, reverence and self-respect, will lay a good foundation and offer guarantee for the following moral emotion development. The operating systemand ways mainly include: feeling, experience, need and cognition. Among which the former two operate directly on the basis of emot... |
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