Considering Moral Education Of School From Customary Point Of View

Moral education of school is based on the prerequisite that morality is teachable, while the reason for this conviction is that 1) knowledge is teachable and 2) moral influence can indirectly permeate into knowledge and skill teaching and learning. However, moral education is not the same with other branches of learning. It is orientated to behavior, concretely implemented and validated by moral behavior. That is to say, the acquisition of moral knowledge might unnecessarily lead to the production of moral behavior. Basically, morality is practical. The formation of children's moral ideas is a complicated process, and its development is not only affected by intelligence, but also largely by social stimuli. Therefore, reaching the goal of moral education can't obviously depend only on teaching moral knowledge. In addition, education ought to improve the social environment around children.The paper regards the above as a starting point, discussing the relationship between custom in various social factors and moral education of school. After revealing the basic attributes of custom and investigating the connection of morality and custom, the paper points out if moral education of school wants to play a significant role and get the expected effect, it must highlight custom's impact on moral education and then make a better choice of custom and transcend it.The whole paper is consisted 3 sections.The first section probes the basic characteristics of custom. Custom is a psychological habit in society, which belongs to the superficial layer of cultural structure. It is related to people's material life, affected by natural surroundings and developed into a common living experience on the basic of interactive life and work. It is vividly demonstrated in the aspects of living habits, way of behavior, and sense of value and so on. Custom is constructed in people's life which means it possesses such traits as locality, complexity, self-evidence, practicability, inheritability and variation, and such social functions as regulation, recognition, rectification and education.The second section talks about the relationship between custom and morality. Broadly speaking, morality can be categorized into custom and two have the same...