Secondary School Dialogue And Moral Education

Moral education in middle schools at present still has many puzzles andproblems of the area, resulting in the conditions of the inefficient andineffective moral education. In the course of thinking about these problemsand resolving these problems, the paper proposes a moral educationtheoretical system based on the dialogue in secondary schools, in order to runout of the wrong area of moral educational theory and the inefficience ofpractice, and to reback the true colors of the moral education. It can radiatethe living life of moral education and promote students to take autonomousmoral development and to become more perfect.Dialogues as a spirit of the times are inevitable in all fields of human lifefrom the "dialogue" colors. As to develop the nature of people, moraleducation of upbringing the soul is the logical response to this epochalspirit,which will become the leading Buoy of the future moral education.Dialogue moral education is based on individual values of equality,highlighting the individual value and dignity, and respecting individual lifeand the actual differences, emphasizing individual self-expression,presentation, detection, awareness. It not only advocates moral consensus butalso calls moral tolerance, which sees the production of the individual moralhygiene as an endless dialogue, therefore it leads the individuals virtue to theautonomous-growing path. Comparing with those traditional moral education,dialogue moral education for secondary school takes advantage of fulfilingthe individual function of moral education, and reaches the reunification ofindividual function and social functions;meanwhile it can avoid simple moralindoctrination, and highlights the subject essence of moral education;whiledeveloping students' moral personality, it also takes advantage of the moralintegrity of our teachers, and at last we can truly realize the "development ofteaching and learning."Of course, dialogue is not a vacuum of moral education philosophy ofeducation, in addition to old Confucius and Socrates providing us withvaluable experience on the dialogue education, and it still has a wide range ofits theoretical basis. The intersubjectivity theory of philosophy, educationaltheory on dialogue and the psychology constructivism widen the horizons ofmoral education, which causes moral educational conversations to have thesolid theoretical basis.Adherence to the concept of dialogues in moral education, to betterpromote student ethical development and refinement, we should follow theimplementation of the principles of dialogue moral education in secondaryschools,which guides the practice of dialogue moral education,and is the basicconditions of dialogue moral education, orderly and practical results. Theprinciples of dialogue moral education in secondary schools mainly have thesubjectivity principles, the principles of diversity, orientational principles,the principles of openness. At the same time, the dialogue moral education,truly being implemented and achieving the development effectiveness ofstudents' moral personalities, also requires us to achieve the turning of thecorresponding objective outlooks, and outlooks between teachers and students,courses' outlooks, that is to say, objective outlooks from "binding people" tothe "developing people", outlooks between teachers and students from "I-it"to "I-you", courses' outlooks from "unrealistic life" to the "return to life". Ifwe do that, we can open channels of dialogues, and create a free exchange ofdialogue between the ideal situations.Ethics produces and shares in the dialogues;the moral personalities arebuilt up and improved in the dialogues, and students' moral lives grow in afree dialogue, without oppression, control, domination and order. So it is themoral self-discipline. Human and human, human and nature, human andsociety are in a harmony, walk together to a common life, and share asincere and beautiful moral life.The paper may be just a shallow exploration attempt, but it constructs themoral educational theoretical system which complies with the moraleducational essence from a new perspective. I expect that the paper can servethe reform and development of the moral education of middle schools.