| Today, the west developed nation has basically achieved modernization and post-modern economy has emerged. The corresponding moral education is also in the transformation from modern to the post-modern. However, Chinese economy is still in a historical process of modernization, At this time moral education is also in the transformation from traditional moral education to the modern moral education. During the time it may occurred to the lost of moral direction and blind moral beliefs, even doubt the value system and norms of moral education. Affected by the Western post-modern cultural thought, the modern moral education in China has encountered tremendous and unprecedented challenges. The so-called thoughts of "deconstruction", "denial" which contrary to the modern culture that are esteemed by post-modern culture make people throw doubt on basic sense of superiority of traditional moral, who under the social pressure of chaos and conflicts. And the original moral system also suffers from a serious of challenges, it is difficult to expect the establishment of a common accepted value system and norms. How to make our moral education development a good direction in the context of globalization? We need to actively learn the experience of moral education from Western countries. We argue that the using of modern and postmodern theories of moral education to comprehensively analyze the modern and post-modern development process of Western moral education is regarded as the best way to summarize and suction the development experience of Western Moral Education.Modernity begins with the Renaissance. It's a rational spirit after the enlightenment, which is accompanied by the development of modern society. Its basic concept is scientific and rational, and it upholds the spirit of subjectivity of people. Firstly, modernity is not entirely the same as "modernization", nor is it an era divided in the concept of time as people understand by the sense. It should be a specific form of human civilization, which should embody the characteristics of modernity in all aspects .Secondly, the modern civilization is to be compared with the traditional civilization, although it is derived from traditional culture but superior to traditional civilization, which not only inherit the advantages of traditional civilization but also discover that the traditional problems and criticized the flaws of traditional civilization. Finally, we should emphasize the production of modernity must be based on the entity of development of modern society. Industrialization, automation, urbanization, democratization and law of modern society, embody the modern civilization all the time.As a real condition, post-modernity is developing accompanied by the development of post-industrial society. It must be the history of mankind, or at least some places (the developed industrial countries) in history has entered a new era, named "post-modern." It represents an era which is different from previous time in an objective manner, such as post-industrialization, informationization and globalization. At the same time as a spiritual orientation post-modern does not mean the specific reality stages of human history, but a new way of thinking, spiritual direction, mental attitude, a special perspective, and so on. Such as "post-modern thought", "post" theory. The greatest feature of post-modernity is the denial, deconstruction and criticism to the modernity.To analyze modern and post-modern development process of Western moral education, we must trace back the Western traditional moral education. Western scholars generally believe that the Western moral education originated in ancient Greece and ancient Rome. Before 19th century, European countries whose economy was mainly based on agricultural economy and not developed. The religious control the soul and everything of human. Religious education became the dominant way of moral education without any questions. Although there were so-called "school" in various regions, most of the content of education were also occupied by religion, among which many of moral educational teachers were undertook by religious organs or the staff. They came to schools in the main purpose of enabling local children to believe in God sincerely, and the ways of moral education are also adopting the most original or the recitation methods. For students, they needed only to accept the requirement from the society and religion pure and simple, without having to ask why. This educational approach has clear characteristic s of closure, unicity and mandatory.Shows that traditional, old in the nature of moral education is a mandatory indoctrination education. The fundamental purpose is to try to take all possible measures to enable children to receive the requested ruling class moral values and fixed habits, the moral content of its teaching community as a whole is generally recognized by the majority of moral and religious doctrines. It takes the teaching of the main ways is a direct question and answer teaching, admonition, advice, discipline and other coercive means. In short, the Western tradition of moral education is a mechanical model of obedience, it is full of blind, passive, formal and non-comprehension.Until the late 19th early 20th century, Western capitalist countries have developed into the stage of monopoly capitalism, the rapid development of science and technology during the period, further increasing population movements and changes in lifestyles, values diversity, making the moral tradition of Western society concept has undergone tremendous changes, resulting in many social and moral issues. Western tradition of moral education is also increasingly lost its survival and maintenance of the social roots, the original concept of moral education and forms can not adapt to social development. As a result, some educators like John Dewey, philosopher and so began the critique of traditional moral education and reflection, based on this "new theory of moral education" theory of the modern moral education came into being.Thus began the modern Western Moral Education and the post-modern development process. Modern development of Western Moral Education through a modern moral education major production, blocks of four stages of recovery and prosperity. Modern Western moral education in the 19th time the end of 20 century, people's moral philosophy in this period with changes in lifestyle has undergone a fundamental change. The representative of the history of the United States the most influential philosopher, educator, Mr. Dewey, he believes that morality is a process of solving social problems, rather than a fixed, absolute moral truth. He criticized the traditional concept of moral education, and actively explore new models and theories of moral education, moral education and created a new era in the West. Blocks of modern moral education occurs mainly after World War II, because of the war gave rise to heavy losses and destruction, forcing people began to attach importance to science and technology, that technology can solve all social problems, a focus on the past few days moral education tradition. The modern revival of moral education in the 20th century occurred 60 years. Since World War II, the Western developed countries, too much emphasis on the development of technology to the neglect of moral education of citizens, leading to the early 60s, the western capitalist countries in the case of the surface of economic prosperity, resulting in a variety of moral crisis such as university campus chaos, juvenile delinquency, drug abuse and serious, so it begins again the modern revival of moral education. The most important during the formation of moral education theory: theory of logical values education, values clarification theory, cognitive development and moral education theory. The prosperity of modern moral education mainly refers to the 20th century, 80 years, the famous British sociologist, Bauman scientists represented in the succession of moral education based on the results of previous studies, moral education in the West to start further research.Moral Education for the Western post-modern generation, the author describes its main schools Zeyi as text features. Including the United States, Professor Noddings's care ethics, proposed by American scholars that the character of Rick educational theory, moral education in schools home UK Peter ? McPhail and his colleagues created a model and understanding of moral education as a representative of the Newman The social action model.History of Western moral education combing and analysis focused on modern and post modern thinking to visualize the entire process of development of western moral education, moral education is expected to sum up the modern West and the value of post-modern experience. The experience of modern moral values include: Firstly, many educators do some research on moral education to the macro from the previous theoretical speculative research into the micro-oriented perspective from the people to study their moral education. They are moral or psychological structure around the side of the individual studies, or in the process of moral education to break through a certain point, or focus on how to provide role models for children, demonstrations and more. Secondly, the modern educational philosophy is characterized by the greatest moral indoctrination against traditional methods. Before the 20th century, the characteristics of moral education is to keep the traditions, adapt to the environment, and thus transmission, obedience, instilled or freedom of their reason, but the 20th century as people change the values, moral education begins on the traditional moral education critique and reconstruction. Finally, to emphasize that modern moral education, moral education in the form of its much less the content of moral education. The reason is that since the 20th century, with the transportation and communication technology, the world grows smaller, values have become more diversified, the Western theory of moral education based on Western pluralistic culture of the schools, multiple values, the foundation of multi-faith society, based on the theory itself chance of survival in space, most do not touch the political reality of Western society, in addition to the impact of moral relativism, on the moral content and more adopted an evasive attitude, focus and content beyond the specific principles, exploration and research in the form of moral education.The summary of the experience'value of post-modern moral education in this research are: 1. Post-modern moral education criticized that modern moral education consider that moral education at schoolyard as a static and intellectual existence, and it artificially leads to passive inculcation of moral knowledge, moral evaluation is also easily to quantify, and ultimately makes it keep farer and farer from making moral education as a source of meaning and value in daily life, and lead to the detachment of moral cognition and moral behavior of students. It emphasizes that we should be fully aware of the subjective position of individual in moral education, and calculate all of the issues of moral education based on life, make moral education lean close to life, lead life, and ultimately integrate into life, and be a indispensable component of individual life. 2. Post-modern moral education asserts that theory of moral education should be a coverage of a multi-disciplinary, and it should study moral education from a visual angle of a multidisciplinary perspective. Throughout the theory of post-modern moral education, we can see that it involve the main subject areas of philosophy, psychology, sociology, cultural studies, history, religion and so on. Overall, it is another characteristic point of the post-modern moral education that seeking reasonable methods and theoretical foundation based on the visual angle of philosophy and psychology, and it has lots of research results. It is a new characteristic that study moral education based on visual angle of social science. 3. Post-modern theory of moral education and moral education emphasize the starting point and ultimate goal is to solve problems of social and moral content. Of the 20th century the emergence of Western theories of moral education and development, has its special social background, are appearing on social moral issues solved, but also because of various moral education theory is based on the question of the reality of social and moral thinking, focus on solving real social and moral problems, so after the election of each theory are subject to a wide range of community concern and generally welcomed. It is obvious that the twentieth century post-modern West since the rise of moral education theory is based on certain social issues and moral crisis, and its purpose is to address social and moral issues.Reads now, it realized the writing value of this paper, and achieve the research purpose of this study. |
