Content of 道德教育的哲学反思 in our journal

Published in last 1 year |  In last 2 years |  In last 3 years |  All Please wait a minute... For Selected: Download Citations EndNote Reference Manager ProCite BibTeX RefWorks Toggle Thumbnails Select Educational Philosophy of East Asian Confucianisms: A Twenty-first Century Perspective HUANG Jun-Jie Journal of East China Normal University (Philosoph    2016, 48 (2): 35-45.   DOI: 10.16382/j.cnki.1000-5579.1016.02.004 Abstract （422）   HTML （10）    PDF （2231KB）（1105）       Knowledge map    This article discusses the educational philosophy of Mencius, Zhu Xi and Wang Yangming, and analyzes the nature, aim, theoretical foundation and pedagogical methods of education in East Asian Confucianisms. We also discuss the relevance of Confucian educational philosophy for the 21st century. It is argued that Confucian philosophers defined “education” as the “Learning for Oneself.” The aim of education in the Confucian tradition lay in the “awakening of one’s moral subjectivity.” Confucian philosophers believed that one’s mind-heart was programed with moral values. Therefore, the major task of education was to invoke or awaken the student’s mind-heart. All of the educational ideals of East Asian Confucianisms were put into practice in the private academies since tenth century. To conclude, two messages from Confucian educational philosophy are particularly important for the 21st century. First, the mentor is of paramount importance in every stage of education. Second, a harmonious combination of the “etic” and the “emic” approach in education paves the way from the “transformation of self” to the “transformation of the world.” Related Articles | Metrics Select Mencius’ moral action and the growth of Personality CHEN Zhi-Wei Journal of East China Normal University (Philosoph    2016, 48 (2): 46-51.   DOI: 10.16382/j.cnki.1000-5579.1016.02.005 Abstract （443）   HTML （8）    PDF （1101KB）（915）       Knowledge map    The motive power of moral action and the growth of Personality are both the important questions in moral philosophy. Mencius considers the sense of compassion (恻隐之心) that is the unmediated, immediateemotional factors as the innate motive power of moral action, and as the initiation of the growth of Personality; Through the theory of practice of Zhiyan and Yangqi (知言养气), Mencius elaborates the progress of the growth of Personality: Zhiyan(知言) is distinguishing good and evil, right and wrong, thus forming the certain belief; Moreover, Yangqi(养气) with the full of morality(集义) as medium affords innate support for the growth of Personality, and through Confucius’ appearance of the saint, Mencius demonstrates the ultimate goal of the theory of moral practice —fulfilling Personality. However, to realize this goal, we must start from the innate emotion Mind of Cannot bear(不忍人之心), and get through the spontaneity of natural instincts of action from RenYi(由仁义行), and fully show innate virtues at external bodies and forms, and make the forms and looks(形色) that are nature of the bodies completelyinternalize the human’s natural instincts, and ascribe all the source of moral action to it, thus accomplish the moral action’s naturalization. That is, by means of “Form Perfect Representation”(践形), the human reaches the saint Personality’s perfection &achievement. Related Articles | Metrics Select On The Moral Education Thinking About Bourdieu’s Reflexive Sociology TANG Ai-Min Journal of East China Normal University (Philosoph    2016, 48 (2): 52-57.   DOI: 10.16382/j.cnki.1000-5579.1016.02.006 Abstract （354）   HTML （7）    PDF （1110KB）（1380）       Knowledge map    Bourdieu’s “reflexive sociology” is a sociology paradigm that aims to make the subject learn to criticize the society, reflect on the existence of themselves, make reflective chooses and practices. ‘Reflexive sociology’ paradigm includes a strong flavour of moral interest and profound viewpoints of moral education，and the main components of these are: the real purpose of moral education is the formation and development of moral ‘habitus’; the main means of moral education is to dispel and exceed the ‘symbolic violence’; the core resource of moral education is the development and utilization of ‘cultural capital’. These insights are of important reference value for us to think about the essence and strategy of moral education. Related Articles | Metrics