Lack Of Education Of School Moral Beliefs And Remodeling

As a form of individual belief, faith in morality points to the ideal of value system and the noblest personality. It implies the identification of the subject of morality to what is the noblest and motivates one towards that ideal, providing a solid basis for a moral life. It answers the questions of why humans should behave morally and what kind of morality man should practice. With the dissemination of postmodernism since the 1960s, people have begun to reflect on rationality that was held as the core of value system. Faced with unpredictability of the future, the breaking-up of cultural tradition, and the retrogression of the sense of subject, people suffer from unprecedented puzzle in daily life. The moral crisis becomes one of the most serious issues in the modern world. Chinese society saw multifarious symptoms of moral crisis during its transformation from a planned economy to a market-orientated economy. Moral education, being a hollow concept, stands out as a typical case in that it fails to have real effect on life and is also unable to adapt itself to the moral crisis in the society as a whole. To properly understand the status quo of moral education and to trace out the reason of this crisis seems at present the most urgent task in constructing and putting into effect a set of social morality.Moral crisis in a sense reveals the loss of faith in morality. Sense of emptiness and loss will surround people when they no longer trust in any moral standard and abandon value system which has its basis on morality. Morality loses its reason of existence and spiritual support if people do not care about what is moral and immoral. This paper purports to examine historically the complicated relationship between morality and faith. It will focus on the rationale and strategies of moral education, providing a new perspective in understanding moral education. Hopefully it will help to correct the ineffectualness of moral education in today's China.The thesis includes three parts. The first part focuses on the discussion of the absence of belief in moral education and its criticism. It begins with the definition and interpretation of belief and moral belief. Then the paper reveals current situation of morality and its education in the society, namely secularized aims of moral education, indifferent and numb moral concern, feeble moral will, split moral personality and incapable moral education.The second part attests the necessity of belief-oriented moral education from philosophical, psychological and sociological perspectives. Firstly, from the philosophical perspective, it proves the importance of moral belief in moral education through the discussion of the relationship between belief and morality. Secondly, from the psychological perspective, the thesis shows the importance of moral belief in the development of individual morality. It tries to improve the capability of the ethic, promote the development of moral concern and will and moral personality. Finally, from the sociological perspective, the paper explains the function of moral belief in keeping the order of social morality, which is viewed from the moral obligation and conscience.In the third part, considering the problems in moral education, the author proposes constructive measures for belief-oriented moral education. In the first place, it illustrates the maxims that moral education should follow namely subjectivity, guidance quality and emotionality. The specific methods are given. To belief-oriented moral education we should respect the moral subjectivity, provide destination for guidance quality, promote the development of moral concern and will and to propose a surpassing criterion of moral evaluation, provide a feasible criterion system and create a healthy environment.