Rethinking “Basic Issues” in Moral Education
Purpose: This article presents an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory, which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of Moral Principles in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2021-12-01
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| Series: | ECNU Review of Education |
| Online Access: | https://doi.org/10.1177/2096531120950322 |
| _version_ | 1819001941226684416 |
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| author | Desheng Gao (高德胜) Di Wang (王迪) |
| author_facet | Desheng Gao (高德胜) Di Wang (王迪) |
| author_sort | Desheng Gao (高德胜) |
| collection | DOAJ |
| description | Purpose: This article presents an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory, which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of Moral Principles in Education (1909), this study identifies four ideological and logical limitations in Dewey’s moral education theory. Findings: Analysis revealed four limitations in Dewey’s moral education theory. First, although “moral ideas” originate from real life, they are insufficient for developing a fully moral life. Second, the “moral trinity” is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of “ideas about morality” needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of “direct moral instruction.” In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa. Originality/Value: The distinction between “moral ideas” and “ideas about morality” has long been considered the basic problem of moral education. This study presents another approach to the “basic problem” of moral education that complements and reinforces these concepts. |
| first_indexed | 2024-12-20T22:57:12Z |
| format | Article |
| id | doaj.art-fde6dee6e6cf4e6cafa730e2023ba034 |
| institution | Directory Open Access Journal |
| issn | 2096-5311 2632-1742 |
| language | English |
| last_indexed | 2024-12-20T22:57:12Z |
| publishDate | 2021-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | ECNU Review of Education |
| spelling | doaj.art-fde6dee6e6cf4e6cafa730e2023ba0342022-12-21T19:24:05ZengSAGE PublishingECNU Review of Education2096-53112632-17422021-12-01410.1177/2096531120950322Rethinking “Basic Issues” in Moral EducationDesheng Gao (高德胜)Di Wang (王迪)Purpose: This article presents an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory, which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of Moral Principles in Education (1909), this study identifies four ideological and logical limitations in Dewey’s moral education theory. Findings: Analysis revealed four limitations in Dewey’s moral education theory. First, although “moral ideas” originate from real life, they are insufficient for developing a fully moral life. Second, the “moral trinity” is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of “ideas about morality” needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of “direct moral instruction.” In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa. Originality/Value: The distinction between “moral ideas” and “ideas about morality” has long been considered the basic problem of moral education. This study presents another approach to the “basic problem” of moral education that complements and reinforces these concepts.https://doi.org/10.1177/2096531120950322 |
| spellingShingle | Desheng Gao (高德胜) Di Wang (王迪) Rethinking “Basic Issues” in Moral Education ECNU Review of Education |
| title | Rethinking “Basic Issues” in Moral Education |
| title_full | Rethinking “Basic Issues” in Moral Education |
| title_fullStr | Rethinking “Basic Issues” in Moral Education |
| title_full_unstemmed | Rethinking “Basic Issues” in Moral Education |
| title_short | Rethinking “Basic Issues” in Moral Education |
| title_sort | rethinking basic issues in moral education |
| url | https://doi.org/10.1177/2096531120950322 |
| work_keys_str_mv | AT deshenggaogāodéshèng rethinkingbasicissuesinmoraleducation AT diwangwángdí rethinkingbasicissuesinmoraleducation |