The Revision About The Categories Of Moral Education

The educational morals is on the road of suffering from sustains about lackingtheoretical quality and practical inspiration,it's system isn't sound either . The basicreasons lie in dimness of categorical awareness, losing of categorical thought andconfusion of logic. It pays attention to subjective sense, doesn't make logical inference orverifying, and only provides ambiguous judgement. The categorical applying is oftenunstudied or remaining at the level of intuition and copying. So, it's categoricalconnotation is dimming, crossing and exchanging inevitably, it lacks own categoricalclassification, abstracting and revision. It endangers the theoretical perfectionism critically,and becomes a disease which people lack disciplinary confidence and feel perplex whenthey throw themselves into their wisdom of studying. For this reason, it is a ground workabout making categorical revision in order to clarifying it's basic categories or logics, graspit's essence, understand it's substance of activities, and form a rational system. This is anurgently academic work of analyzing it's own theoretical question, and exploring it'spossibility and reality from the point of categorical view about it's own disciplinarysystem.The study deals mainly with the criticism and revision about the categories of moraleducation. We try categorical means to deal with it's theoretical situation and criticize thedisciplinary questions in order to establish it's basic category and standard system, providesome basis and enlightenment initially.The category is a basic thinking way which traces and examines the essence of the"being" and it's logical regulation, it is an epistemological tool which reveals somethingsubstance and a thinking form which gets rid of appearance and grasps essence core ofobjects. In a word, the category is the way about "The Being of Being" or the originalway of being. It constitutes a theory about it's system's framework, bond or assurance. Theinitial revision about Aristotle's ontological category, the rational defence about Kant'sepistemological category and the whole constructing about Hegel's dialectical categoryafford us the ground for the revising the basic categories and intrinsic logic about the moraleducation.If we intend to make the moral education theories have adequate theoreticalrationality and practical rationality, we must resort to categorical sense, definite it's owncategories and reveal it's theoretical orbits and practical ways by way of the categoricallogic and languages. So, the categories of moral education excel our perspectives. It is aformal revealing about the categories of moral education and it's related objects, a thinkingway which reveals essence, character and mutual relations of related things about moraleducation by way of theoretical thinking and logical thinking especially, a basic regulationof understanding it's being and making subject and object unite. We can grasp it'scharacteristics, properties and laws, obtain a consistence about the category's essence bymeans of the categories of moral education. It is the basic category and the foundation,links and cornerstones of the educational morals, the step and bond about the moraleducation's improving, the core of system about the educational morals. So, we mustanalysis and explain them rigorously and profoundly.The study about the categories of moral education belongs to the theoretical research.In view of the complicated scope and difficulties about threading together, deducingand explaining as well as lacking theoretical consulting and following, this study doesn'tintend to explore everything of the category and doesn't intend to list every category'ssources, follow-up and carding, we only need to explain it's ontological, epistemologicaland practical categories on the dimension of content in order to reveal their inherentrelations. This not only agrees with the philosophic pulsation but also agrees with the studyitself and our ability.Their logical relations are as follows: the ontological category is the most general andkey starting-place question which grasps and understands the whole theoretical system;because the moral category is the senior one which penetrates into the whole system, andthe moral education is the base and core of the educational morals, the logical analysis ofthe moral category is the starting and core category about the study of the moral educationcategory naturally. The moral category is the ontological one about the moral education.The epistemological category is the theoretical basis and logical starting-point whichunderstands the practical moving and it's system, it sets up the understanding base of theinherent characteristic, the logical structure and educational sense about the moral category.The practicality category is related to the logical analyses, criticism and thought to thequality and law of practical activities about moral education, it is the adjusting mechanismthat the being affects the ideals, it is also the medium which transforms the theory intopractice and relates the ontological category, the epistemological one and concrete one. Itis the medial category of the moral education. Comparing with the core category, it is adependant one, comparing with the simple category, it is a complex one, comparing thetheoretical quality, it is a practical one. The analysis will take further steps to understandand deduce the ontological and epistemological category. Their relations are increasing oneprogressively, the former is the logical prerequisite to the last and explains it's basicregulations. The former's generality, oversimplification and abstract level are taller thanthe last one. It displays the logical orbit that transforms from simplicity to complexion,from core to appearance, from abstract form to concrete one, from generalities toparticulars, from theory to practice .The development, prescribing and narrating of thepracticality category must encircle the former one closely, it can't separate itself from theontological and epistemological category so as to deduce and explain on it's own.The analysis of the ontological category makes up the contents of the second and thethird chapter, the explanation of epistemological categories makes up the fourth chapter,the revision of practicality categories makes up the fifth chapter of this study.Lastly, the thesis deduces the merits and expectations about the revision to the wholesystem of educational morals in a summary and looking forward way. The enlightenmentlies in these sides: we must focus on the categorical consciousness, thought and method,follow the way which transforms from simple category to complex one, from category tosystem and trying to inquiry the medial category which links the theoretical category andpractical one in order to examine and construct the categorical system step by step andlogically. This makes up the contents of the sixth chapter and the remaining discourses inthis thesis.