Axiology Of Moral Education

Evolution of moral educational practice calls for a new kind of philosophy of education. With axiology being the theoretical tool, this topic aims at investigating problems of value existing in moral activities and moral education, the essential factors and parameters which influence educational effect , seeking the basic rule and activivity mechanism which enhances moral educational effect, establishing a kind of moral educational philosophy with axiology being the master line to provide foundational theoretical support to optimize moral educational practice in China. Researches on this topic bear great theoretical and practical significance to enrich and develop educational philosophy (particularly moral educational philosophy), improve and optimize moral educational practice in school.Human beings are featured by objectiviteness of existence and subjectiveness of activity. Practical and cognitive activities in any form must take value participation as its premise. The value relationship between subject and object manifests existence, nature, development of object and the effective attribute of interaction with subject, which constitutes the three-dimensional world of subject and object with practical and cognitive relationship. The selection of object value , which is created and enjoyed, often personifies value relationship between subject and object and transforms interpersonal value relationship during the process of objective value realization (It is social benefit relationship in nature.). Moral activity in itself manifest value relationship between subject and object in realistic moral practice and cognitive activities. The essence of moral life is subjective value life in moral domain. Concept of value is formed by the rational assurance of subject to object value in practical– cognitive activity. Social and historical characteristics of subjective existence and value relationship between subject and object determine social and historical characteristics of subjective concept of value. People with different social and historical status hold different concepts of value. In addition to relationship and concept of value, ontological value contains the connotation of value practice. Creative activities of subject is essential to realize the realistic value of object from its latent state, upgrade the low value to high level and transform the negative value into positive form. Being the three elementary factors, relationship of value, concept of value and practice of value embody the basic constitution of subject's value life in the sense of ontological significance. The essence of moral education lies in social moral system's directing and arranging individual moral outlook. The construction of social value system takes realistic, social value relationship betweeen individuals as a link and conformity of individual concepts of value as an initiation. Moral educational process is the unification of educators'value guidance and learners'autonomous value construction, the unification of diachronic value construction and coexistent value conformity. Problems of values are the core in moral education.Moral education, especially school moral education is a multi-dimensional system consisting of the educator, the student, educational content, methods and environment. In this system, the educator and the student are linked by a kind of interactive relationship of dual valuable subjects and objects. Meanwhile, there are another two pairs of value relationship: One is the value relationship between subject and object formed by educational subjects, educational content, educational methods, educational environment and other instrumental essential factors. The other is the relationship of value formed by students, educational content, educational methods, educational environment and other instrumental key factors. The status of value matters is determined by the attribute and the function of instrumental essential factors such as educational content, educational methods, educational environment and so on. It is through frequent and interactive activities of cognition and practice that educators and students play a role with their own elegant demeanor, while they act as value objects in each other's activities contacting other instrumental essential factors. As a result, the vivid prospect is constructed with value production, value appraisal and value realization through dual multi-dimensional interaction between subject and object. The value existence integritive practice in moral education and the , existence of various microscopic value between subject and object included in moral education present three leading characteristics: First, unification between sociality and historicity of value relationship. Second, unification between existence objectivity and appraisal subjectivity. Third, unification between relativity and absolute quality.Concept of value is the core problem in moral education. The viewpoint that value outlook is sub-level of world outlook system mghit be dubious. They cannot substitute each other in function, neither can they camouflage mutually in extension. Value ideas of subject are a kind of thought vectors with scale, strength, quality and direction, with value character and value degree being its basic dimension. The vector structure of value ideas consist of four interrelated structures in four dimensions: object-orientation measurement structure, knowledge-experience material structure, motive-demand power structure and manner--motion tension structure. Subjective premise to form moral values lies in needs and self-awareness. The formation and development of individual moral values need to be boosted by four types of forces: the environmental effect in diachronic practice, orientational value education, consensus appraisal and typical warning show and shock from great events. The basic function of moral values mainly displays in four aspects: they are, spontaneous function of adjustment, function of judgment arbitration, guidance function of causality, actuating function of excitability. From the perspective of social evolution dimension, the existence of moral values is featured by three characteristics: unification of time rheological property and relative stability, coexistence of individual multi-standards of value and social core value system; compatibility of the existence of national and class features of moral principles with the worldwide ethics.In moral educational practice, an important factor which influences the realization of education goals is the value outlook of educational subject, which is divided into two levels, one is the community moral education values as a subject idea level in social value, the other is the value concept of a concrete practitioner in moral educational activities. The value outlook of educational subject displays functional mechanism of moral education practice in three aspects. Firstly, the educational subject's value concept in relation to epistemology selection of the moral education essence has the bright guiding function macroscopically regarding the whole pedagogical activity orientation. Secondly, the educational subject's understanding of the functional localization of moral education in a axiological scope has an restraining power to the overall scheme of planning and determining moral education. Thirdly, the educational subject's value concept in methodological choice not only decides the concrete process and the details of educational activities but is closely connected with the education effect and the efficiency as well.The essence of value appraisal in moral education is the result of subjective reflection on value relations formed by educational subject and receptive subject with the object coming into their respective understanding territory. The double subjects and the multi-objects are typical characteristics of value appraisal in moral education.The value appraisal has the essential conditions under which it occurs. The influence mechanism of subjective factor in the value appraisal is mainly shown in this respect: the directive essential idea factor involved in ahead of time causes the subject to adjust and standardize the direction of the value understanding by the idea potential energy, thus producing effect on the nature, direction and conclusion of value appraisal. The synthesis utilization of material structure of knowledge experience in the cognition structure and many kinds of thought form results in the value judgment about the fact cognition, the positive or negative significance and the value quantity of object. The emotional factor in non-rational level shapes the thought tension in a nimble mobile form, drawing and adjusting the appraisal process directionally, and carrying on the enlargement of the appraisal result. The most direct factor affecting the result of value appraise is the value criterion. There are two value criteria in moral education process appraisal. One is the purpose criterion for social development and individual development, namely subject"internal criterion", while the other is the copurpose criterion conforming to the individual moral education level development, namely object"external criterion". In the measurement of values, it is the value dimension that acts as evaluation body to decide and symbolize object value --positive and negative, high and low. Among them, the quality of value is the dimension to decide and symbolize positive and negative object value, while the quantity of value, high and low object value. The value order is the value derivation dimension. The conjunction of the object attribute, the function and the subject sense of purpose decides the object value. The measurement (or quantity) of value determing object value height (either size) contains two essential factors: one is the demanding step and demanding satisfaction. The second essential factor or evaluation included in the quantity of value is the value order and the related opportunity cost. The basis for value choice and premise is the value appraisals. The first principle in moral education value choice is value priority based on the unification of morals needs and objective laws. The unification of individual freedom of will and the social criterion is the second principle in moral behavior and the education value choice. Value prior to value measurement is the third one. Unification of most benefits and least cost is the fourth.Moral education value creation is made up of three stages related to one another. It is the process of transforming integral idea movement into outward social practice. On the first stage educational subject forms the structure of educational object; On the second stage potential value recognition is formed with utilizable elements.The third stage is the realization of value existence. The education concept and theory innovation are the precondition under which moral education value rises. The pedagogical activity innovation is the main content of moral education value creation, the basic safeguard of which is the education system and the mechanism innovation. Coaxial strengthening of macro and micro two-pole value goals, coordination development in the tool rationality and the value rationality, organic conformity of the scientific rationality and the moral rationality are the basic laws and principle in the realization of moral education macro value. Analysed from the angle of receptive study, the key to the realization of moral education value is full reception of educational information. The reception process is a continuous and complete process of recognition which consists of multi-links such as receptive subject's reflection , judgment, choice, conformity and internalization of external educational information. Each independent cognitive link has its specific operating law. Reception of the direction, level and efficiency of the activity is essentially determined by receptive schema and running status of the subject. Rcceptive schema exists in the subject, adheres to the brain nerve structure decided by gene and it is made up of multi-stage psychological, conscious elements, thus processes and the conforms information and forms human's concept and micro function system in cognition.In moral education process, education receivers (receptive subject) precisely rely on the function of receptive schema to realize the reflection of external educational information, making choices, conformiing and internalizing. And it is precisely the difference between individual receptive schema and running status difference that causes different receptive effects in mutual education. Receptive schema contains four function subsystems which relate to one another: actuation system - needs of different levels, guidance system - concept system with world outlook as the core and value as the key position, processing system - rational thought movement structure attaching to the physiological function, governing system– psychological elements on non-rational level. The social relationship condition between education subject and receptive subject is closely related to receptive efficiency and the main rule is the potential difference effect of information transmission, resonance effect of value choice and sentiment shifting effect of concept transformation. The instrumental medium elements which are composed of educational content, method and environment have different effects on the receptive activity of the subject, thus influencing the realization of moral educational value.