Reasoning For The Development Of Moral Thinking

In the daily life of schools, if teachers want to fulfill their own moral responsibilities and to promote students' moral development, they really need reasoning to some extent. However, for the past few years, reasoning has been gradually excluded by other methods of moral education in the moral class. In addition, people often confuse it with "persuasion", "indoctrination" and "sophistry". Basically, the implementation of reasoning lacks a series of professional approaches which can reflect the characteristics of moral discipline.The first step towards the professionalization of reasoning is to clarify its purpose. In this thesis, the first chapter begins with the connotation change of moral concept. The main purpose of reasoning is not to peddle a variety of specific virtues to students, but to develop students' moral thinking. Taking moral thinking as the specialization of moral reasoning, I'd like to ask people to reason in accordance with the characteristics of moral reasoning and to make philosophical analysis in connection with operational mechanisms of moral thinking.The development of moral thinking is based on the construction of moral principles, which is also the primary task of reasoning. Unlike the principle education which resorting to intuition, reasoning resorts to rationality, whose purpose is to promote the development of students' moral principles. Moral principles begin with moral decisions, which require that reasoning must be based on students' moral decision. On the other hand, moral decisions end with moral principles, which require that reasoning must influence students to consider the diversity and consequences of choices. Then we should take general test on the decisions. So the core task of reasoning is to guide students to understand the inherent link between moral principles and moral decisions.However, relying on the education of principle merely could not help students to cope with moral problems which contain principle conflicts. It requires teachers to use moral reasoning systems to help students study the results of application in which principles are applied in individual situations. Specifically, using the reasoning methods in an individualism way can favor the thinking of students who can weigh the advantages and disadvantages and make decisions that reflect their own wishes from a personal point of view. Using the reasoning methods in a non-results way can encourage students to put themselves in other's shoes and put themselves in another's place, which will arouse students' deep concern about the interests of others. Using the reasoning methods in a behavior utilitarianism way is to enable students to have a comprehensive consideration of the impact of their own and others, and to make the best decision to achieve the choice of principle.In general, the process of reasoning based on moral development is a process which is from decision-making to principle, from motivation to consequence, and from individual to society.