Bowman Postmodern Morality And Moral Education

At present, China is facing the complex period from the traditional society to the modern society of transition. With the Economic globalization, and cultural values with the modern trend of diversification and the growing popularity of information technology, we are no longer facing a single pre-modernity or modernity, but the three intertwined traits of pre-modernity, modernity and post-modernity. In this unique time of the transition period, ethical and moral education is also experiencing an unprecedented crisis and confusion. However, at present, the development of moral education is not satisfying in many aspects, and gives no full consideration to the end of the variability. First of all, modern moral education on the theoretical basis, both the deontology of ethics, or the teleology of ethics will be regarded individual as mature, rational individual of no difference, thereby ignoring individual differences and human situation changes. Current education reform often aims at capacity and competitive goals, but has also aggravated the intangible of education to lack morality. In view of this, the current moral education is facing such a complex situation of change. If we still follow the original moral education, obviously it is unable to meet the requirements of the current situation, unable to reach the main train moral integrity of the educational mission. This problem, the author tried to use Zygmunt Baumann's perspective on the morality to solve. Baumann explored the moral path for the human condition, which should be able to provide moral education theory and practice with the solutions. Therefore, this paper intends to discuss Baumann's perspective on the post-modern morality order to explore their post-modern moral concept of a relatively clear understanding, so as to reflect on the moral education in China and may provide useful enlightenment.Baumann explored the post-modern morality through the human conditions. He opposed mandatory ethical, advocated moral autonomy and was concerned about others. His moral thinking should be able to provide moral education theory and practice of the development with new opportunities.The whole thesis falls into four parts. The first part states the main Bauman's unique life experiences and his ideas, and discussed the theory background and ideological origins. The second part states that Baumann's discussion focused on how modern ethics and morality were in trouble. Baumann considered the modernity's pursuit of rationality and order excessively led to experts of the system and the moral authority of slaughter system, the pursuit of efficiency and unscrupulous purpose led to the Holocaust that shocked world and shook the history as a moral tragedy to see the cruelty. Then the author discusses the post-modern moral conditions of society of Baumann's perspective on morality. This problem is analyzed through several parts involving the ethics of self-liberation, moral responsibility to confirm, the possibility of moral formation, the inherent moral instinct of people. The third part, discussing Baumann's perspective on the post-modern morality, aims at providing the moral education in China with useful insights and avoiding the problems of the modern moral education. The modern moral education based on the existence of the trial of the issue to the authority norms of ethics for the theoretical basis of modern moral education, in practice, one-way and the forced closure of the standardization led to many problems of moral education. This part tried to use Bauman's perspective on the post-modern morality in the theoretical and practical application of modern moral education. In the end, the author pointed out the limitations of Bauman's perspective on the post-modern morality. The author also pointed out that moral education under the guidance of Bauman's perspective on the post-modern morality may arouse the negative impact in order to avoid its negative impact on moral education.