A New Probe into the “Basic Problem” in Dewey’s Theory of Moral Education

Professor Gao Desheng

ICI, ECNU

Abstract: Published by John Dewey more than a century ago, Moral Principles in Education can be viewed as the foundation of the theory of modern moral education. In fact, the “moral principles” in education are the “basic principles” of moral education, which exert a lasting influence on the theories and practices of Chinese and Western moral education. In China, the curricular reform of moral education in the 21st century is forging ahead, with a theoretical dispute arising between the reform and Dewey’s ideas. Today, it seems that the “basic principles” of moral education by Dewey were significant and profound, but they had ideological and logical defects. Although "moral ideas" originated from real life, they are not enough for a moral life; the “moral trinity” of the school was merely Dewey’s ideal proposal, which is hard to be fulfilled in real life；the "ideas about morality”, which cannot be weighed merely through their effect on an individual's behavior，have multiple values with respect to an individual's overall development; the worst practice of "direct moral instruction" will be simply teaching ideas about morality, whereas the best practice will not only cultivate "moral ideas" but also urge the transformation of “ideas about morality” into “moral ideas” or vice versa; the “basic problem” in moral education is not the distinction between “moral ideas” and “ideas about morality”, but the complementary relationship between them.

Introduction

Can we challenge the “basic principles” of moral education?

The article Moral Principles in Education published by Dewey, J. in 1909 can be regarded as the foundation work of contemporary moral education theory. The concept of “moral principle” is used in this paper, which actually refers to the “basic principle” of moral education. This “basic principle” of moral education has two components: the first is “principle” and the other is “warning”.

More than a century later, the theory and practice of moral education still operate within the framework constructed by Dewey, which on the one hand shows the foundation of Dewey’s thought; on the other hand, it also shows that the development and breakthrough in this field is still not enough. Professor Gao listed 4 arguments:

First, Dewey thought highly of the “moral concept” from life experience and indirect education, and failed to pay attention to its possible limitations.

Second, Dewey tend to belittle the value of the concept of morality.

Third, Dewey equates “direct moral teaching” with “moral concept”, he ignored the possibility that “direct moral teaching” can be connected with “moral concept”.

Fourth, Dewey made a logical mistake in demonstrating “indirect moral education” and “direct moral teaching”.

From these aspects, Professor Gao found that Dewey’s “basic principles” on moral education are not unassailable. Based on this argument, He tries to find and make up the gap between the thought and logic of Dewey’s “basic principles” of moral education, so as to promote the progress of the theory and practice of moral education.

Professor Gao argued: 1. the content and logic of the “fundamental problem”; 2. is the “moral concept” from indirect education sufficient? 3. the significance of “the concept of morality”; 4. Is “direct moral instruction” the “instruction of moral ideas”? He then reached a conclusion that there are the following problems in the “basic principles” of Dewey’s moral education:

First, the “moral concept” created by life is not enough for a person. A person with a good “moral concept” will also make moral mistakes and sometimes be “morally blind”.

Second, school life is not always reliable. Although the “trinity” way of moral education is always stay in the ideal, while the reality is quite different.

Third, the value of “moral concept” cannot be measured only by whether it is effective for behavior. Moral knowledge and “knowing” of moral knowledge have a variety of possibilities.

Fourth, “direct moral instruction” is the instruction of “moral concepts” in the worst case, but the worst case is not the only possibility. “Direct moral instruction” can also cultivate “moral concepts”.

What on earth is the “fundamental problem” of moral education? The distinction between “moral concept” and “the concept of morality” is only the first step, and the significance of this step is to understand their respective advantages and disadvantages and the conditions under which they can play their roles. On this basis, how to give full play to their advantages, learn from each other and cooperate with each other is the “fundamental problem” of moral education. According to the previous analysis, “fundamental problem” of moral education should contain the following basic elements:

First, fully understand the advantages and disadvantages of “moral concept”, constantly improve the understanding of “moral concept”.

Second, fully understand the complexity of school life and use “direct moral instruction” to make up for the deficiency of school life.

Third, fully understand the advantages and disadvantages of “moral concept” and use “moral concept” to obtain the foundation of life.

Fourth, fully understand the advantages and dangers of “direct moral instruction”, avoid the worst side of “direct moral instruction”, and strive to give full play to its positive educational function so as to make it a “moral highland” of school life.