The Study On Dialectic Thought In Teli Xu’s Moral Education Theory

Teli Xu is not only a great proletarian revolutionist, an educationist, but also thefounder of new China’s education. He was experienced in education by establishingseveral schools and used to be president for over ten schools. All Xu’s life wasdevoted to the education of our country. He was a real teacher who educated studentsby his own virtue and well-behaved principles. Also he was praised by Chairman Maoas the well-deserved “three-first man”, definitely the model in the educational field.There are rich dialectics thoughts among Xu’s moral education theory. Through thisarticle, in-depth research will be taken to Xu’s educational theory to dig theunderlying dialectical elements as well as to work out contemporary value andenlightenment of his moral education.The thesis falls into six chapters. Chapter One is introduction, presenting thethesis background, concept definition, research overview of Teli Xu’s moral educationthought as well as the significance, perspective and method of the research. ChapterTwo provides the formation condition of Xu’s moral education thought by researchingthe turbulent times he lived in, Chinese traditional culture and foreign culture,discussing the formation of Xu’s moral education thought. From three differentperspectives, Chapter Three analyzes the dialectical thoughts of Xu’s moral educationgoal, mainly including the dialectical relations between universality and individualityin the target of personality cultivation, the principle of mutual change of qualityshown in the goal of cultivating highly motivated persons along with the dialecticalthoughts of social existence and social awareness in the cultivation of selfless spirit.Chapter Four mostly introduces the dialectical thoughts of Xu’s moral educationcontent from two kinds respectively. One kind directs at moral education of personalmorality, covering dialectical relations of collectivism and egoism, of possibility andreality demonstrated in communism education, and of phenomenon and essenceindicated in “seek truth from facts” education. The other one aims at moraleducation of social ethics, including overall and partial dialectical relations ofpatriotic education, subject and object dialectical relations reflected in the educationof love for people, social existence and awareness dialectical relations of education oflove for labor, theoretical and practical dialectical relations of education of love forscience. Chapter Five chiefly discusses about the dialectical relations of Xu’s moraleducation thought, embracing the dialectical relations of content and form embodiedin the method of poem and teaching, the dialectical view of negation of criticism andself-criticism method, the dialectical view of connection of the practical observationmethod, and the case-by-case thought of individualized education. Chapter Sixprimarily discourses contemporary value and enlightenment of Xu’s dialecticalthoughts of moral education, from the aspects of Xu’s goal, content and method.