The Enlightenment Of Durkeim’s Moral Education To Ours Colleges And Universities

Emile Durkheim (1858-1917) took the moral crisis in France from the agricultural society to a modern industrial society as the background, and then proposed the program of moral education. His moral education thought had a significant impact on all levels of education in France. Based on the analysis of the ideas of Durkheim, this thesis is committed to grasp the core idea as more as possible, and combine with the reality of moral education, especially the plight of the moral education in universities, and interpret the ideas to explore our inspiration and practice. This thesis is divided into the following four parts:The first part analyzed the core ideas of Durkheim’s moral education thought comprehensively. Based on the theoretical position of moral education、theory attribution and its unique interpretation of the point of view, this part summarized: Durkheim’s moral education thought is built on the firm’s social position, at the same time focuses on individual development. He was committed to the unity of the individual and independent personality and social ideals. Under the guidance of this position, he clearly pointed out the target point in many places that its concern for moral education is to reshape the collective consciousness of society to achieve social integration. In order to study moral education better, he introduced the sociological empirical research method to the field of moral studies, and concluded three moral elements, which are the discipline of the spirit, the attachment to social groups and independent spirit, and fully explained how to cultivate these three elements in the practice of the school moral education.The second part mainly reviewed of the core ideas of Durkheim’s moral education thought based on the theoretical basis of our moral education for "the dialectical jubilation". At this point, in accordance with the theoretical guidance of Marxism, pointed out three limitations of the theory:firstly, exaggerated the social function of moral education; secondly, ignored the class nature; thirdly, ignored the individual’s psychological and introspective. At the same time, this part extracted the rational core from the core theory, the rational core mainly reflected in:first of all, he based on the rationality of human beings, which is conducive to the unity of the individual and society; Second, for disciplinary norms, he was committed to strength the effect of disciplinary norms from the students’point of view; Third, he advocated the adoption of the cultivation of "attachment" to shape the individual’s sense of collective commitment to enhance the effectiveness of disciplinary norms; Finally, he thought the school moral education from a systems perspective, which is conducive to the formation of moral education work together.The third part firstly analyzed the predicament of the moral education of the times, which is mainly based on the contradictions of the social transformation of burst and the individual value of diversity and social position hardly compatible. As for the special plight of the moral education in universities, this part combined with the previous survey data in the moral education in modern topics, and summarized the contradiction between the positioning of a high standard of educational goals and the actual situation, as well as the diversification of means of education and educational force loose from the perspective of the object of education, educational goals and educational approaches.The fourth part analyzed and refined the key points from the previous three parts, and got the key part of this thesis. This section, according to the rational core of the second part and the reality of the plight of the third part, summarized the revelation and practices of moral education in universities in China from Durkheim’s moral education thought. Mainly summarized as follows:firstly, from Durkheim’s individual rational point of view inspired by the personality of the individual subjectivity of moral cultivation and social rational guidance to promote the individual community from the "passive obedience" to take the initiative to appeal "; secondly, conversion university discipline specification point of view, through the discipline of innovation content and form, with the main authority of teachers to promote the goals of the college disciplinary norms "educating people"; thirdly, pay attention to relying on school, school group activities, and extra-curricular practice to enhance the current university student’s "attachment" from the "family ethics" rise to the "morality", the sense of social responsibility to narrow the distance between the high goals and realistic; fourthly, through the integration of the ways of moral education in universities, to realize the integration of "non-institutional relations," for example:"institutional relations","homogeneous and the campus atmosphere, class atmosphere".