When did the idea of moral education come into being?

China's traditional moral education and its modern significance. The Evolution of China's Traditional Moral Education According to the rise and fall of Confucian ethical education thought, we divide China's traditional moral education thought and practice into the following periods. (1) Pre-Qin period: China's traditional moral education thought originated in the pre-Qin period, which refers to the historical period before the pre-Qin period in China, generally referring to Xia, Shang and Zhou Dynasties and the Warring States Period. In a sense, the pre-Qin period is the period of germination, formation, transformation and development of China's traditional moral education thought. With the gradual establishment of patriarchal clan system in Xia Dynasty, China's early moral education thought began to sprout and take shape. In the Western Zhou Dynasty, with the continuous improvement of patriarchal clan system, moral education thought began to be closely related to political life and political rule. The Spring and Autumn Period and the Warring States Period is a period of social unrest and change, and it is also a period in which "governors have different strategies and a hundred schools of thought have different opinions". It provides a new opportunity for the emergence and new development of various moral education ideas. In the era of "a hundred schools of thought contend", Confucianism is the best in hundred schools of thought. (2) During the Han and Tang Dynasties, the institutionalization of traditional moral education in China was the rising period of feudal society in China. The social trend of thought in the Han and Tang dynasties was the study of Huang Lao, which was regarded as Confucianism after Emperor Wu of the Han Dynasty, metaphysics rose in Wei and Jin Dynasties, and Buddhism and Taoism flourished in the Southern and Northern Dynasties. Confucianism, Taoism and Buddhism were "integrated" in Sui and Tang Dynasties, and Neo-Confucianism began to rise in Song and Ming Dynasties. (3) Song and Yuan Dynasties: The deepening development of China's traditional moral education is another period for China's feudal society to move from separatist regime to unity. During this period, great changes have taken place in China's politics, economy and culture. With the change of social foundation, traditional moral education has entered a period of deepening development. (4) Ming and Qing Dynasties: China's feudal system began to decline, and institutionalized Confucianism, which was responsible for maintaining this system, also declined, losing its vitality. It is embodied in the interpretation of several Confucian classics in school moral education, especially the establishment of the dominant position of Lu Wang Thought, and moral education is shrinking day by day. From action and experience to conscience. (5) Modern transformation of traditional moral education The transformation of traditional moral education in China came from the invasion of modern imperialism. 1840 Opium War not only declared the invincible ancient empire at the end of its road, but also made "China" and "Culture and Education" look pale and powerless in the face of imperialist guns, making people marvel at the "length" of "foreigners". Began a painful reflection on feudal traditional education and issued a cry of crusade against traditional education. China's traditional education suffered three big shocks in modern times, namely the Westernization Movement, the Reform Movement of 1898 and the Five-year Plan. The influence of the new culture movement. Second, the basic characteristics of traditional moral education in China. (1) Moral education-The practice of moral idealism is based on the humanistic spirit of Confucianism. Education is the practical process of his moral idealism, and school is one of the places to carry out such practical activities. The social ideal and personality ideal of Confucianism must be realized through school education. (2) The ideal of moral education and the goal of sanctification In the personality structure of Confucianism, the sage is the ideal personality. A gentleman is a personality with popular trends. Gentleman can best embody the essence of China traditional culture. As a gentleman, we must first have lofty moral cultivation. As a gentleman, he must have a strong spirit of joining the WTO. (3) Introspective moral cultivation theory and moral education methodology. China's Confucian moral cultivation theory has the characteristics of introversion and consistency. Mencius talked about keeping ambition and nourishing qi, but instead sought for himself; Zhu talked about preservation and inspection: Lu Jiuyuan talked about self-denial and self-reflection for two reasons: first, his ontology of harmony between man and nature; Second, the transcendentalism of moral origin. Thirdly, the criticism of China's traditional moral education inherits the historical responsibility of building a modern country, which requires us to explore the moral spirit and educational model that meets the needs of the times. A rational and objective analysis of the advantages and disadvantages of China's traditional moral education is undoubtedly beneficial to the theoretical construction and practical exploration of moral education today. (1) Two different views on traditional moral education are "moral reconstruction theory". It is believed that China's traditional culture (including traditional moral culture and moral education culture) can only create a modern national cultural psychological structure that China people have never had before by introducing foreign culture. The first step of reconstruction is "anti-tradition". According to this view, traditional moral education is useless to modernization and should be completely denied and abandoned. Another view is "Confucianism revival theory". Contemporary Neo-Confucianists combine Confucian ethics with western economic autonomy and personality freedom, which not only attaches importance to individual courage and boldness, but also thinks that giving full play to the intelligence of societies and groups can improve social atmosphere, reshape China people's moral outlook, thus promoting economic development and realizing national rejuvenation. According to the neo-Confucianism, as long as the traditional moral education is carried forward, all the difficulties and problems faced by moral education in the times can be solved. Historical materialism tells us that we should treat the cultural heritage in human history. We should adopt a scientific attitude of seeking truth from facts and splitting into two. We should not only see its backwardness, but also absorb a reasonable core. (2) Reasons for inheritance and criticism. Traditional moral education has important reference significance to modern moral education, and there are many things worth inheriting. Theoretically, there are two reasons for this inheritance. First, moral education itself is independent. Moral education in different times and societies does not disappear with the rupture of certain social, political and economic structures. Always have something in common. These things can be inherited, used for reference and absorbed from each other. Secondly, morality is hereditary. Morality is the sum of the rules of conduct that adjust the relationship between individuals and others, individuals and society. (3) What is heredity? 1. Theoretical basis of traditional moral education. The position and role of the ruling class and its educators in school moral education in any period. Traditional moral education is recognized from two aspects: (1) feudal rulers attach importance to moral education in order to safeguard their narrow class interests; We put moral education in the first place today, which is a hard-won victory from safeguarding the working people. Consolidating the socialist system cannot be mentioned in the same breath. (2) The modern moral education theory of "the theory of human nature" has four factors that affect individual moral development: heredity, environment, education and individual subjective efforts. (2) Contents of Traditional Moral Education The main teaching materials of traditional moral education are the Four Books (The Analects of Confucius, Mencius, The Doctrine of the Mean, University) and the Five Classics. Spring and Autumn Annals). (1) On the moral norms of social life, that is, if social morality is to maintain human survival and social stability and development, it must have a set of moral principles and behavioral norms that everyone must abide by, which is one of the important characteristics that distinguish human beings from the animal kingdom. (2) the moral norms of family life, that is, family ethics (3) the rules of personal moral cultivation and moral behavior. 3. The traditional moral education method (1) emphasizes the cultivation of knowledge, emotion, will and behavior. In the process of implementing moral education, ancient educators summed up the theory of moral education process, emphasizing that moral education must be carried out in four links: cognitive belief, emotional cultivation, will exercise and behavior practice. Second, replenish qi; Third, "introspection" means "self-seeking". 4. Principles of Moral Education 1. Moral education activities are carried out under the guidance of teachers. Teachers should first set an example for their students, so as to be convincing. Second, we should be determined to practice in moral education, on the one hand, we should educate students to establish lofty ideals; On the other hand, we should educate students to practice hard. Third, what should I do if I make a mistake in changing the way? First of all, we must have the courage to face up to and correct. Second, we should reflect on ourselves and accept criticism from others with an open mind. Finally, we must turn over a new leaf, learn from others and be kind to others. The second section is the historical changes and enlightenment of moral education in Europe and America. Historical clues of the changes of moral education in Europe and America (1) Ancient Greece and Rome period: the source of traditional moral education (2) Middle Ages: the extreme form of traditional moral education. The moral education in the Middle Ages has the following characteristics: First, the educational purpose points to the spiritual life and supernatural power in the afterlife. Second, moral education emphasizes abstinence and obedience. Third, the requirements of abstinence and obedience are manifested in the methods of education. It emphasizes the teaching methods of corporal punishment, punishment, indoctrination, recitation and question and answer. (3) Renaissance and Enlightenment: the germination of modern moral education thoughts and the remnants and varieties of traditional moral education. (4)19th century to the beginning of 20th century: the decline of traditional education and the rise of new education. Second, the main characteristics of moral education in Europe and America. (1) Strong personal value tendency Generally speaking, moral education in Europe and America is mainly oriented to personal value. It is embodied in highlighting people's purposeful existence of morality and thinking that people don't live for morality, but morality lives for people. In education, it emphasizes the intrinsic value, objective value or noumenon value of moral education, and opposes the external value and instrumental value. It is believed that the value of moral education lies in promoting the development and perfection of personal morality, improving people's moral life and happiness, so as to meet the development and perfection of personal morality. In the process of education, we should attach importance to the realization of individual values, highlight individual needs and freedom, cultivate individual creativity and independent thinking ability, and emphasize that students should be placed in the center or leading position in the education process, and truly care for and respect students. (2) The coexistence of secularism and religion The history of moral education in Europe and America is also the coexistence of secularism and religion in education because of opposition. Complicated history. (3) Emphasize the moral and moral education value of cognition and rationality. Another important feature of the development of moral education in Europe and America is to attach importance to the value of cognition and rationality in personality cultivation and take the road of "building morality around rationality". (4) The strong subjectivity in moral education emphasizes the role of the rational power and free will of the subject in the formation and development of morality. Paying attention to students' subjective consciousness and the role of activities in the educational process is another important feature of western moral education, especially modern western moral education. Of course, the characteristics of moral education in Europe and America are far more than the above, but we can basically grasp the main trends of moral education development in Europe and America. It can be seen that moral education in different societies and times is different in values, educational purposes, contents, methods and even nature. But they all contain some reasonable and valuable things, which are enriching and enriching the heritage of human moral education thought. At the same time, they are precious wealth that we should respect and absorb when constructing modern moral education theory, and should be criticized and inherited rationally. Thirdly, the historical development and ideological data of moral education in Europe and America provide us with many valuable experiences for reference. Also let us see a lot of lessons that should be learned. Throughout the development of moral education in Europe and America, we should pay attention to the following experiences and lessons. First of all, we should attach importance to moral education in schools and the cultivation of students' character. In Europe and America, moral education has always been an important part of school education. For a long time, people have always regarded moral education as the fundamental feature of education. Second, we should emphasize the main characteristics of morality and moral education. It advocates shaping virtue through children's participation and practice, especially the western modern moral education theory emphasizes strengthening the cultivation of students' independent consciousness, inquiry and critical thinking ability and participating in the shaping of practical spirit, opposing compulsory indoctrination and external discipline, and opposing single and fixed-value professors, which has reference significance for our moral education today. However, it is worth noting that while attaching importance to the subjectivity of moral education, we should be alert to the popularity of extreme individualism and laissez-faire, because in the process of opposing traditional education, the west found that students who got rid of the old traditional virtues carried another kind of burden, that is, extreme egoism, relativism and unprincipled tolerance. At this point, the west has learned a painful lesson, and we should learn from it. Thirdly, we should emphasize the position of core values and core moral values in moral education. It is conducive to the stable and in-depth development of school moral education and moral education theory research. In the history of western education development, attaching importance to the teaching of core values is an important feature of western moral education. Fourthly, strengthening and deepening the theoretical construction of moral education is the forerunner of moral education reform in schools.