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The Cognizability of Morality and the Form of Moral EducationCurriculum: Also on Children’s Public Participation(PDF)

《南京师大学报》(社会科学版)[ISSN:1006-6977/CN:61-1281/TN]

Issue:
2019年05期
Page:
54-64
Research Field:
教育学研究
Publishing date:

Info

Title:
The Cognizability of Morality and the Form of Moral EducationCurriculum: Also on Children’s Public Participation
Author(s):
YAN Kaihong
moral education curriculum; moral theory; cognizability; children’s public participation
Keywords:
Nanjing Xiaozhuang University (Nanjing 211171)
PACS:
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DOI:
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Abstract:
The different understandings of teachability and cognition of morality in different moral theories callfor diverse forms of moral education curriculum. Aristotle’s virtue ethics featuring an idea of weak cognitionof morality emphasizes the cultivation of virtue through participating in good activities. Therefore, the publicactivities in schools can be created in the form of the activity curriculum. Dewey’s community ethics featuringan idea of no cognition of morality advocates that children’s moral concepts should be cultivated through thecommon life in schools. Thus, the moral atmosphere of the school’s public culture can be created in the form ofthe hidden curriculum. Kohlberg’s moral development theory favoring a strong cognition of morality regardsthe concept of justice as the core of morality. From that, we can expand the space of public governance of theschool in the form of the research curriculum. Different forms of moral education curriculums, however, havethe same requirement: i.e. to increase the enthusiasm, popularity and authenticity of children’s participation,which constructs the public sphere of life in classes and schools.

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Last Update: 2019-09-25