Clive Baker Values ​​education Theory,

The main philosophical basis of Clive Becks theory on values education is eflective ethics. His views mainly come from Aristotles ethics based in human nature, Hobbes theory of ethics that places a great deal of emphasis on human goals, Benthams ethics of utilitarianism, Dewey's ethics of naturalism and Ginsberg's philosophical thoughts. Beck thinks that, reflective ethics has many features, but the main one for present purposes is the constant attempt to identify enduring, basic human values that can be used in reflecting on particular questions. The tasks of reflective ethics overlap very considerably with the tasks of reflective values education. We even can say that, in fact, Beck s reflective ethics is a kind of philosophy of values education. The contents of Beck s theory are very abundant. The thesis mainly narrates three fields of his theory: The first is Becks basic views to the values. Beck holds that the knowing of the nature of values is a prerequisite to teaching and learning content and methods. Beck thinks that, to a large extent, values are grounded in human nature or inhumanwell being. All specificvaluesmaybetracedbackto asic values which humans simply do pursue. These asic values together define well being or the good life. Moral values arise out of basic human needs and tendencies. Its purpose is to promote well being. Beck holds that the well being is equal and we should not only pursue our own happiness but also other peoples well being. The second is an alternative interpretation of individual moral development. Beck maintains that, the knowledge and understanding of people's psychological development is the important background materials for inquiring into peoples learning and teaching of values. Perhaps, just because of this, Beck has been paying close attention to the theory of the stages of moral development. Beck thinks that the word development does not necessarily imply improvement and evelopmentalism usually understood is a mistaken and very harmful position indeed. He holds that children s and adolescents moral development means appropriate adaptation to life circumstances. Beck maintains that, on average, children and adolescents are adults moral equals. The third is on the practice of values education. Based on his philosophical and psychological views, and on the basis of criticizing and absorbing the previous approaches of literature education, socialization, values clarification, direct instruction in ethics and psychological therapy etc, Beck advances the practical tactics of education the reflective dialogue approach. He thinks that teachers and students should learn together and use a ialogue approach as much as possible. A pure rocess or kills approach to values education must be rejected. The school must teach both skills and content Beck absorbs the quintessence of postmodernism, so that his views of curriculum, views of teacher tudent, views of approach all embody the spirit of postmodernism, which will contribute greatly to our moral education today. Beck defines the nature of morality according to individual needs, which lays a reasonable foundation for moral education. Contrasting with the theories on moral education of he hard line and he soft line Beck s theory is characteristic of eclectic orientation. His reflective dialogue approach is the need of modern education and reflects the inclination of democratization of education in modern society.