Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in ...Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in traditional schools gives credence to the latter trend. For instance, in 2000 Taiwan＇s Ministry of Education decided to eliminate moral education as a required subject from the national school curriculum and suggested that all schools and teachers should infuse morality into the school culture as a whole. More than a decade has passed, and many people question whether schools have been infused with morality. Some even suggest that not teaching morality in schools has led to an eroding of moral standards in society at large. In light of this controversy, in this paper, I take a close look at Dewey＇s conception of the nature of morality, and in particular, his distinction between reflective and customary morality. Drawing on Dewey＇s own moral struggles in life to illustrate his major contentions, I explore what Dewey means by moral reflection, dramatic rehearsal, and growth. Finally, I argue for the importance of committed moral values as the foundation for realizing Dewey＇s ideal of reflective intelligence. Overall, I aim to unpack the underlying assumptions in Dewey＇s ideas in order to renew his lessons for moral education today.展开更多
We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive c...We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive competency and aesthetic response. It also demonstrated the introduction of quality education in language teaching had brought forth evident effecl, contributing to the wide reorganization of the importance of traditional cultural education, which attained our goal of arousing the subjects＇ cultural awareness by discussing and exploring. Besides, the amplification of comprehensible input boosted the improvement of their output competency and strengthened their pragmatic awareness, hence, effectively achieve the purpose of reforming college English education. However, in contrast with the enhancement of morality values of college students, the indifferent morality and social values in the society is presently being still a serious problem well worth concern.展开更多
The critical nature of artwork is owed, according to Adorno, to the fact that it opposes its assimilation by reason and that it does not yield to the imposition of its established principles. This character which Heid...The critical nature of artwork is owed, according to Adorno, to the fact that it opposes its assimilation by reason and that it does not yield to the imposition of its established principles. This character which Heidegger, too, through a paradoxical convergence with Adorno, and in opposition to Lukacs, recognizes as its ontological component, permits the work of art to represent a force of resistance to dominance in general, in the prospect of the salvation of a humanized society. As such, it makes possible the radical rejection of political and, pertinent to it, pedagogical activity, when converted into primarily authoritiarian activity. Such a responsibility does art assume, according to Adorno, when it represents a spirituality, which is embodied in exemplary fashion both in the work of art itself, making the experience of the sublime possible, and in the aesthetic of the sublime, which is concentrated intensively on whatever remains unapproachable through concepts. In this way, we could say that the aesthetic of the sublime is converted into ＂first philosophy,＂ in the sense that it provides the rule for every theoretical approach. Concurring with this reading of Adorno, we consider how the sublime, as shown in the context of his aesthetic theory, is governed, furthermore, by a paideutic principle of exceptional significance, which we must necessarily activate through aesthetic education, so that western man may understand that he must uproot himself from the nihilistic social context in which he lives, rupturing the delusion of his omnipotence. In a world governed by a permanent crisis of democracy in public and private life, since the weakening of political imagination unites with the retreat from political ethos and an generalization of the unprecedented will for dominance, we consider this aesthetic theory to be exceptionally essential and useful to us both as pedagogical theory and as political theory, since it allows us to understand that the experience of the sublime through art is in opposition to this condition of destruction, and indeed represents the ideal of justice.展开更多
Unethical behavior among university students such as cheating and plagiarism has weakened the character of honesty in education. This fact has challenged those who perceived education as a holistic process of internal...Unethical behavior among university students such as cheating and plagiarism has weakened the character of honesty in education. This fact has challenged those who perceived education as a holistic process of internalizing values and norms that lead to the formation of students＇ moral principles and moral behaviour. Educators have played the role of ensuring the students to internalize and realized moral values and norms. A study of 360 students of the second semester who enrolled at the course of ＂ethical and personal development＂ at Atma Jaya Catholic University in Indonesia showed that unethical behavior such as cheating and plagiarism were rarely done. However, a deep look at the reason the students did academic dishonesty has prompted the permissiveness of student＇s moral life. This study proves that academic integrity among university students is worrisome, and it is worsened by the fact that they were enrolled in the course of ＂ethical and personal development＂. Seriously taking into consideration the strong desire of students to change the culture of academic misconduct, the authors argue that an educational model which is not oriented excessively to cognitive performance is needed. The authors argue that this position has to be practiced in line with the involvement of ＂clean＂ students who are involved as role models in influencing the formation of student awareness and ethical behavior.展开更多
文摘Moral education as practiced in schools today roughly falls into two kinds, either taught as an independent subject or practiced as a form of school-wide social learning. Dewey＇s criticism of rigid moral training in traditional schools gives credence to the latter trend. For instance, in 2000 Taiwan＇s Ministry of Education decided to eliminate moral education as a required subject from the national school curriculum and suggested that all schools and teachers should infuse morality into the school culture as a whole. More than a decade has passed, and many people question whether schools have been infused with morality. Some even suggest that not teaching morality in schools has led to an eroding of moral standards in society at large. In light of this controversy, in this paper, I take a close look at Dewey＇s conception of the nature of morality, and in particular, his distinction between reflective and customary morality. Drawing on Dewey＇s own moral struggles in life to illustrate his major contentions, I explore what Dewey means by moral reflection, dramatic rehearsal, and growth. Finally, I argue for the importance of committed moral values as the foundation for realizing Dewey＇s ideal of reflective intelligence. Overall, I aim to unpack the underlying assumptions in Dewey＇s ideas in order to renew his lessons for moral education today.
文摘We proved that the integration of language skill training and humanity quality cultivating with English teaching as the platform contributed to the improvement of their knowledge and the elevation of their cognitive competency and aesthetic response. It also demonstrated the introduction of quality education in language teaching had brought forth evident effecl, contributing to the wide reorganization of the importance of traditional cultural education, which attained our goal of arousing the subjects＇ cultural awareness by discussing and exploring. Besides, the amplification of comprehensible input boosted the improvement of their output competency and strengthened their pragmatic awareness, hence, effectively achieve the purpose of reforming college English education. However, in contrast with the enhancement of morality values of college students, the indifferent morality and social values in the society is presently being still a serious problem well worth concern.
文摘The critical nature of artwork is owed, according to Adorno, to the fact that it opposes its assimilation by reason and that it does not yield to the imposition of its established principles. This character which Heidegger, too, through a paradoxical convergence with Adorno, and in opposition to Lukacs, recognizes as its ontological component, permits the work of art to represent a force of resistance to dominance in general, in the prospect of the salvation of a humanized society. As such, it makes possible the radical rejection of political and, pertinent to it, pedagogical activity, when converted into primarily authoritiarian activity. Such a responsibility does art assume, according to Adorno, when it represents a spirituality, which is embodied in exemplary fashion both in the work of art itself, making the experience of the sublime possible, and in the aesthetic of the sublime, which is concentrated intensively on whatever remains unapproachable through concepts. In this way, we could say that the aesthetic of the sublime is converted into ＂first philosophy,＂ in the sense that it provides the rule for every theoretical approach. Concurring with this reading of Adorno, we consider how the sublime, as shown in the context of his aesthetic theory, is governed, furthermore, by a paideutic principle of exceptional significance, which we must necessarily activate through aesthetic education, so that western man may understand that he must uproot himself from the nihilistic social context in which he lives, rupturing the delusion of his omnipotence. In a world governed by a permanent crisis of democracy in public and private life, since the weakening of political imagination unites with the retreat from political ethos and an generalization of the unprecedented will for dominance, we consider this aesthetic theory to be exceptionally essential and useful to us both as pedagogical theory and as political theory, since it allows us to understand that the experience of the sublime through art is in opposition to this condition of destruction, and indeed represents the ideal of justice.
文摘Unethical behavior among university students such as cheating and plagiarism has weakened the character of honesty in education. This fact has challenged those who perceived education as a holistic process of internalizing values and norms that lead to the formation of students＇ moral principles and moral behaviour. Educators have played the role of ensuring the students to internalize and realized moral values and norms. A study of 360 students of the second semester who enrolled at the course of ＂ethical and personal development＂ at Atma Jaya Catholic University in Indonesia showed that unethical behavior such as cheating and plagiarism were rarely done. However, a deep look at the reason the students did academic dishonesty has prompted the permissiveness of student＇s moral life. This study proves that academic integrity among university students is worrisome, and it is worsened by the fact that they were enrolled in the course of ＂ethical and personal development＂. Seriously taking into consideration the strong desire of students to change the culture of academic misconduct, the authors argue that an educational model which is not oriented excessively to cognitive performance is needed. The authors argue that this position has to be practiced in line with the involvement of ＂clean＂ students who are involved as role models in influencing the formation of student awareness and ethical behavior.
