| Experience is the human essential survival way, has important moral education value. Now various countries'moral education all emphasize the returning to the life foundation, hobnobbing with the nature, guiding the students to gradually experience the higher moral bourn. It is also a trend that the education theory brings experience forward the stage of moral education and protrudes its moral education value. As an important constituent of moral education, the family moral education also should bring the experience into its studies. This dissertation discusses the embodiments of experience's value and the realization of value to the family moral education.In the human history, "experience" once was studied in many subjects. In the foundation of former study, this article defines experience as this: it is experiential or emotional cognition (activity) of individual who has certain thought and judgment. Experience helps the person to achieve the full understanding of the related world and life's significance.Firstly, the text reviews the related theory of"experience", including the life world theory of E ? Husserl, the life experiencing philosophy of Wilhelm Dilthey, the intuition experience educational philosophy view of Henri Bergson, the related theory of phenomenological pedagogy of Max Van Manen, provides the theoretical basis for the analysis of characteristic and discussion of the value of experience. The life world meant the overall direct-viewing object which emerges, occurs towards us, is "the world in natural attitude". The life means the experience; the experience is interlinked with the category of life. Wilhelm Dilthey makes the educating process to become a process of person's life experience. Henri Bergson believed that, the intuitional experience is contemplation in soul. It concentrates to the innermost feelings, is the innermost being's direct comprehension, and is innermost experience which is outside one's normal geist and logos. The phenomenological pedagogy directly pays attention to students' life world and their life experience, Max Van Manen thought that the experience should be inspected; we should seek the meaning of education from the life experience.The text analyses the experience's value to the family moral education specifically. The experience is emotional, personal experiencing, meaning and individual. It is silent, but also can be expressed. The family moral education is in one's daily life, is carried through emotion and life situation. In a family, parents'behavior usually influences the children. The family life, being filled with various true moral situations, is natural moral experiencing field. The value of experience to family moral education represents at a few following aspects: experience makes children's moral be nurtured in the family daily life; experience surmounts the moral cognizant method in which the person and the object of cognition are dimidiate; experience helps to the born of children's basic moral emotion; experience realizes morality in the process of moral education.The approaches to realize the value of experience to family moral education are as follows: Make use of the moral experiencing situations; Lead children to experience independently at the practice and activities; Attach importance to the communion between parents and children. The communion includes the expression of experience, the understanding and the reflecting. The parents and the children are equal and interact with each other in the communion. As a course of moral education, the communion of experience should be open to the children's experience. The communion is a kind of intercourse in spirit. Communion can deepen children's cognition and sublime children's emotion. The experience has necessity and possibility to communicate. Parents should make good use of the communion in family moral education. |
