Zhuangsanduo

People-oriented morality: man is the creator of morality, the purpose of moral existence,

The carrier of morality.

1, from the generation or origin of morality: morality is man-made (man is the creator of morality)

Morality is not created by mysterious God, is not a transcendental instinct that exists in everyone, and is not an objective law that is purely natural and inevitable in nature.

Morality is man-made, which people choose and create to meet their own needs in real social life and social practice. Man is the builder and designer of morality, and morality is the result of human activities.

With the development of society and the change of people's needs, people are always sublating old morality and creating new morality, and always explore and create this moral dimension rooted in the depths of human nature with the attitude of moral masters. Maybe people will become slaves of morality for some reason at a certain period, but once people feel stale morality and feel the bondage and oppression to people, people will get up and overthrow this morality and replace it with new morality. This just reflects the positive role of people in moral subject and moral generation. Whether it exists or not depends on human characteristics. Of course, this initiative is not arbitrary, but restricted by certain social and historical conditions.

For an individual in a specific moral environment, the existing morality in society is constantly shaping and standardizing him and making him a human being. But fundamentally speaking, only talents are the main body of social history, and at the same time, people are by no means passively and mechanically influenced by the outside world.

2. From the meaning of morality to people or the purpose of creating morality, morality is for people (people are the purpose of morality).

People never create morality in order to establish a discipline that must be observed in order to accept moral slavery. Its real purpose is to meet people's own needs and survive better. Man's needs are not only the fundamental motive force of man's moral creation and moral defense, but also the fundamental purpose of man.

Morality can not only meet people's unique spiritual value needs, but also objectively bring certain utilitarian value to individuals and society.

There is no moral concept that only reverses this relationship, thinking that people live to obey all kinds of existing morality, regardless of whether this morality is conducive to meeting the needs of people's physical and mental development, and may even fundamentally violate human nature. In this way, in the process of following morality, people can't feel the spiritual pleasure and moral sense brought by morality, but can only feel the oppression of morality, even the destruction of people's spirit and body. Therefore, no one's morality is fundamentally wrong.

3. Judging from the existence and form of morality, morality is also made by people (people are the carrier of morality).

On the one hand, morality is human morality. Without people, there is no moral immorality. Morality is a unique phenomenon in human society and a unique measure of human existence. On the other hand, the real existence and function of morality can not be separated from people's inner consciousness, nor can it be played by coercion or automation (because even with people, if people don't believe in and abide by this morality, then this morality is useless).

The real existence of morality is based on individual recognition and conscious obedience: in real life, many morals are not revealed, immoral phenomena abound, and even the most basic social morals will be despised and abandoned by some people. This shows that people have not consciously accepted and accommodated morality psychologically, and then transformed it into their own actions, and morality will not play its due role. But at the same time, we can see that once morality is recognized by people, it can glow with amazing light.

In a word, the existence of morality is inseparable from people, closely connected with people and highly unified with people.

Student-oriented moral education

The humanity of morality determines the theoretical rationality of humanistic moral education and the rationality of formulating and implementing moral education plans around or centered on students. Taking students as the center means that school moral education should get out of the current abnormal state, and at the same time, establish a new concept of humanistic education, that is, truly put the development of people and students at the core and ontological position of education. Specifically, in moral education, it is our responsibility to promote students' moral development and improve their moral life, cultivate their ability to criticize and choose morality, and make them better understand, experience and practice moral life. The basic way of moral education is interpersonal communication-dialogue and concern.

1, in the value orientation of moral education: attach importance to personal value and unify personal value and social value.

Moral education should have dual values: personal value-social value.

However, traditional moral education opposes social value and personal value, and takes "social standard" or even "political standard" as the value orientation of moral education. The starting point of moral education is mostly subordinate to the needs of the political situation or the needs of "disciplining" students, ignoring the unity of morality and individuals, the unique aesthetic function of moral education to stimulate people to be good, and the fundamental moral value of "people are the purpose".

The establishment of traditional moral education value "social standard" and even "political standard" makes the orientation of moral education function tend to be "instrumental". On the one hand, moral education itself has become a tool to maintain social stability and control people. In the process of moral education, moral norms are often regarded as a tool to limit and prevent students' will and behavior, and "prohibition" and "blocking prevention" are regarded as the foothold of moral education. On the other hand, the number of educated people has decreased.

During the Cultural Revolution, it was said that "one big man and two big men" and "self-interest" turned morality into a political dogma. We overemphasize non-basic morality (dedication, selflessness, obedience of individual interests to collective and national interests, bravery and other thoughts and behaviors), while ignoring basic morality (fairness), which is not conducive to establishing citizens' awareness of rights and cultivating people's awareness of law. It must be clearly recognized that the basic morality centered on fairness and morality (mutual benefit and unity of rights and obligations) is the basis of non-basic morality and an important part of socialist morality.

For some behaviors, we should also reevaluate good and evil. For example, do we have to think that only acts based on goodwill are moral, and other acts that are not out of goodwill (but not out of malice) are conditional. It doesn't matter why a businessman has no moral value in order to make more money. Does his bullying itself have no moral value? A mother who tries hard to take care of her family can't be a moral and human rights fighter. Feminists took to the streets to fight for women workers' right to work. It would be strange if these behaviors cannot be moral because they are conditional and serve external purposes.

On public and private issues, for the country, the public interest is above everything else; But for individuals, public is only a means, and private is the purpose. No matter who and when, we should be selfless. Even when people can't even eat, we are still talking about "privately approving private repairs" and "fighting privately for a while". Such "openness" is evil. We should adapt to the development of the times and the changes in reality, re-deal with and solve the relationship between individuals, collectives and countries, and put the past behind us.

On the issue of self-interest and altruism, it is a virtue if someone is willing, selfless and committed to benefiting others, but if all members of society are required to do so, it will be daydreaming. Everyone is selfish and committed to benefiting others, so who will accept the benefits of others, whether selfish or altruistic, is good in benevolence and evil in injustice. If you add icing on the cake to others, this altruism may not be good. ..

In specific school moral education, educators should deeply understand students' psychology and support and meet their reasonable needs. They should always pay attention to the dribs and drabs of students' study and life, and evaluate them in time, so that students' moral words and deeds can be affirmed by external public opinion and inner conscience in time, meet the utilitarian needs of students' moral consciousness, and make them feel a sublimation of thought, inner peace and even a sense of honor; Students' words and deeds that violate moral norms are promptly denied by external public opinion and internal conscience, and their negative and improper personal desires are reasonably controlled.

[Case]: Class teacher's notes

There is a student in my class who is rambling at ordinary times, but as soon as he mentions learning, he immediately perks up and thinks that learning is an important factor to measure his value. But his grades are not good, and his teachers and classmates have a bad impression on him. However, in the opening ceremony of the sports meeting and the training of radio exercises, his extraordinary performance caught my attention: whether walking in line or shouting slogans, his spirit was full, and radio exercises were not done well at ordinary times. However, in the training of the sports meeting, his movements are very in place. He also volunteered as a cheerleader. On another occasion, he also stood out in the heavy work in the contract area when he met the national health inspection. Although the weather was hot and it was difficult to clean up the sanitary corner, he completed the task without complaint. After seeing his bright spot, I didn't ignore his advantages as before, but respected his moral behavior very much. In time, his performance was compared with other students' irresponsible performance, which shocked students with different personalities, strengthened their sense of collective honor and standardized many behaviors. However, this student is no longer lazy, can take the initiative to care about the group and make progress in his study.

The head teacher grasps the trivial things in students' lives, affirms their moral behavior in time, makes them feel the sense of honor and the affirmation of their inner conscience, and meets their needs of self-realization. At the same time, other students also realized the "utilitarian" value or moral interest of virtue, thus stimulating their inner moral needs.

2. Moral education goal: in line with students' recent development zone.

On the one hand, the traditional moral education goal is attached to the political purpose of the country, and even the political purpose of a certain period replaces the moral education goal of the school; On the other hand, the goal of moral education is high and far, which makes morality a "sage's virtue" far from social reality. It regards moral pursuit as a moral requirement and the ultimate goal of morality as a realistic goal, and unrealistically requires students to be "selfless", "selfless, committed to benefiting others" and "sacrifice everything for the benefit of the country, society and the collective" and so on.

The traditional moral education goal is not only vague and illusory, but also lacks hierarchy and pertinence. On the one hand, the starting point of moral education is improper. Without students' age, psychological reality, knowledge, thinking and consciousness level, it is impossible to distinguish what is moral requirement and what is moral pursuit, and it is impossible to get students' effective recognition. Sometimes it even causes students' rebellious psychology and negative effects, leading to ignoring basic moral requirements and being unable to implement them. On the other hand, there is a lack of differences in moral education goal setting. Traditional moral education often emphasizes the use of uniform or even inverted standards to require students, ignoring the differences between students' subjectivity and individuality, resulting in some students either stagnating or flinching.

[Case]: Changzhou Kindergarten's moral requirements and evaluation of large class children (from Changzhou Education Bureau's "Happy Home" manual for large class students in 2003)

Can be proud of the country's achievements; Can perceive and express the changes in hometown; Knowing that I am from China, I am proud of China's achievements; Like to watch the news; Love revolutionary martyrs; Interested in China's writing; Love national culture

A kindergarten child, according to his or her cognitive ability and cognitive level, will only be interested in emotional things around him (such as family changes, cartoons, colorful things), more will only love his or her parents and other relatives, and more will only be happy to eat KFC. How can he be proud of his country's achievements? How can he tell whether they like watching news, love revolutionary martyrs, and are interested in and love China's writing?

We can divide the goal of moral education for teenagers into two levels: basic goal and goal. The basic goal refers to the minimum moral code of conduct that a student should have, such as observing the rules and regulations of the school, not being late, not leaving early and not being absent from class; Participate in various activities organized by the school and ask for leave; Listen carefully in class and finish your homework on time; Treat people with civility and courtesy, unite with classmates, and don't swear or fight. Meeting these requirements is the minimum requirement for every student. On this level, the moral requirements that students need to strive for, or the moral development goals that students strive for, are the goals they strive for, such as loving science and being diligent and inquisitive; Love labor and cherish the fruits of labor; Love the collective and be helpful; Self-care and self-study, self-improvement and creation. The significance of setting basic goals lies in making moral education "guaranteed"; The goal is to let students have a direction and a goal, and fully tap the development potential of moral education.

[Case]: Class teacher's notes

When guiding students to construct their own subjective moral development goals, I never insist on unity artificially, but pay attention to what I can do. For example, according to the students' original moral education foundation, I suggest that several underachievers in the class should take the requirements of "no fiddling in class, no swearing and fighting, no bullying classmates, trying their best in all subjects, and no procrastination" as the initial goal of self-moral development; As for other students, it is suggested that the goal of self-moral development should be "paying attention to the lecture in class, not being distracted, loving classmates, being helpful, getting excellent grades and winning glory for the class". This is highly targeted and easy to achieve the real success of moral education.

When guiding students to establish moral goals, the head teacher takes into account both the original moral level of students and the differences between students. Different students can achieve the goal of "jumping", which is in line with the students' "nearest development zone" and plays a guiding and inspiring role. The effect of moral education should be obvious.

3, the content of moral education: return to life, return to reality

The moral content instilled in students by traditional moral education is far from the real social life, and the theory and practice of moral education are out of touch. People always try to educate students in a "purified" environment, and students always accept those "always right" concepts on the grounds that students lack immunity. It is responsible for the growth of students. Because of the obvious contrast between the perfect world depicted by school moral education and the moral norms instilled in it and the real social life and moral behavior, once students leave school, they do hear and see many words and deeds that are contrary to the perfect world, and many moral concepts accepted in school do not match or work in society. At this time, the education given by the school becomes "good faith deception", and students will inevitably be confused and suspicious of the moral education in the school. At this time, students may also be confused.

[Case]: There are still many good people in the world.

We often see such reports or propaganda: an old man fell on the side of the road, 10 people walked over, and nine people in front turned a blind eye, and 10 people helped the old man up. The report concludes that there are still many good people in the world!

When a seriously ill or destitute person cannot survive for economic reasons, there is no way to ask for help everywhere (including the government). Finally, someone donated money for him out of conscience and raised very limited funds, but it was impossible to save the seriously ill or poor people from their predicament. He is still on the verge of death. But the report concludes that the world is full of love!

There are too many moral paradigms such as "There are still many good people in the world and the world is full of love", and students have seen too much in our moral education. Do students really believe in this moral education? If they can't even "believe", can they internalize it into their own moral beliefs and further form moral self-discipline?

In class and school, we should break the perfect world, analyze the whole society to students, consciously introduce some typical universal social phenomena in social life into the classroom, and discuss, understand and improve with students instead of avoiding the negative things contained in social phenomena. Only by daring to face the challenges of society can we distinguish truth, goodness, beauty and falsehood, ugliness and ugliness in social life with students, and improve students' moral judgment and resistance.

Morality and life are the relationship between salt and soup. People's growth needs morality (salt), but it can't be met through a single and isolated moral education (eating salt exclusively), and it can only play its role if it is integrated into life (soup). Therefore, moral education must contact with students' life world and take students' whole life environment as the background.

It is worth mentioning that teachers' words and deeds are a very important part of school moral education environment and moral life. As the ancients said, if a teacher's attitude towards teaching is incorrect, dishonest, hypocritical and dishonest, it is difficult to cultivate moral students. Pay attention to the consistency of your words and deeds, and don't be a hypocrite in front of students. How can we educate students in this way? Professor Zhu Xiaoman said in A Random Talk on Emotional Personality: I often lecture my children endlessly, but later I found that these lectures are basically useless to them, and more influenced by our words and deeds, such as our attitude towards work. Only through the influence of one's own personality can we subtly promote the internalization of students' moral quality.

4. Student management: reflecting subjectivity, autonomy and participation.

In traditional student management, most students' behaviors are under the supervision of adults. Long-term supervision makes students have no chance to learn self-management. They are used to being managed by others, lacking self-behavior and self-awareness, and feel compelled psychologically. Behavior shows blindness under domination, which is equivalent to canceling the moral responsibility of the actor. As a result, although students behave, due to the lack of understanding of the significance of their own behavior, no reflection on their own behavior, no exploration of the value basis of behavior, the process and result of behavior have no value impact on students' psychology, and sometimes they will have a psychological tendency of self-denial. When they see that other people's behaviors are different from their own, they will deny themselves and cater to others. For example, some students who are recognized as "obedient" by teachers can't control themselves when they see others talking casually in class.

In our life, especially in moral life, free will and personal responsibility are two interrelated aspects. Freedom means responsibility, and responsibility must be based on freedom. Experience shows that with the improvement of freedom of moral choice, the sense of moral responsibility is stronger. Only when people have the right to act freely according to their own will can they be responsible for their chosen actions.

Therefore, in student management, we should fully respect students' subjectivity, give full play to their autonomy and let them participate in management. "Students' Self-discipline Committee" and "Students' Self-management Committee" can be established to give full play to the role of student associations, let students participate in the management of students in schools, and supervise and manage students' civilized behavior, daily life, students' code of conduct, and compliance with students' daily code of conduct. Sign student management and student self-discipline agreements with students; Implement the rotation duty system, The monitor on duty system and post contract system; Carry out the "One Help One" activity, and regularly select civilized individuals, self-discipline pacesetters and self-discipline demonstration students; Instruct students to write "moral diary" or weekly diary; Carry out self-evaluation, mutual evaluation and group evaluation activities of students' self-discipline behavior; Try to build an "unsupervised classroom".

[Case] Class self-discipline activities

Suzhou Institute of Urban Construction and Environmental Protection launched the activity of establishing self-discipline classes in some classes except grade one, exploring new ways for college students' all-round quality education in the new era. As the name implies, a self-discipline class refers to a class that carries out self-discipline activities, that is, a class that is self-educated, self-managed and self-served. The self-discipline class does not have a class teacher or counselor. Under the leadership of the General Party Branch of the Department, it is managed by the monitor, the class committee and the League branch, and the class affairs are handled according to the school's rules and regulations on student management. Each semester, classes make detailed semester work plans and self-discipline goals according to the actual situation. At the end of the semester, we should summarize the implementation as planned and report it to the general party branch of the department; The class committee and the League branch regularly report their work to the general party branch of the department and listen to opinions and instructions. The school regularly assesses self-discipline classes according to strict assessment standards, and provides a series of preferential policies for qualified classes, such as rewarding class fees, scholarship evaluation and unlimited selection of outstanding student cadres. For those who have achieved excellent results in the assessment, the school will not only enjoy preferential policies, but also give rewards. Those who fail to pass the examination results will be disqualified from self-discipline and re-employed as class teachers.

(Source: Jennifer Tian. Advocating quality education for college students [J]. Journal of Suzhou Institute of Urban Construction and Environmental Protection, 200 1. (3).)