A Critical Review of Chinese Theoretical Research on Moral Education since 2000

Autor/in	Cheng, Hongyan
Titel	A Critical Review of Chinese Theoretical Research on Moral Education since 2000
Quelle	In: ECNU Review of Education, 2 (2019) 4, S.561-580 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/2096531119886490
Schlagwörter	Moral Development; Educational Theories; Foreign Countries; Global Approach; Research Reports; Periodicals; Ethics; Educational Philosophy; Emotional Response; Experience; Civil Rights; Cultural Influences; Educational Practices; Social Change; Cross Cultural Studies; Western Civilization; Asian Culture; China + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Educational theory; Theory of education; Bildungstheorie; Ausland; Globales Denken; Research report; Forschungsbericht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Emotionales Verhalten; Erfahrung; Bürgerrechte; Grundrechte; Zivilrecht; Cultural influence; Kultureinfluss; Bildungspraxis; Sozialer Wandel; Cultural comparison; Kulturvergleich
Abstract	Purpose: The purpose of this article is to summarize and reflect Chinese theoretical research on moral education in the context of globalization and value pluralism since 2000 and to propose possible directions for the future research. Design/Approach/Methods: The research methods in this article are primarily literature review. Those papers which met the following criteria were selected and included in this review: (1) Papers published from 2000 to 2014 were included if they were cited by at least one other published article and (2) papers published from 2015 to 2017 were included if they were presented in a core research journal. Based on that, speculative thinking and critical thinking are also embodied in this research. Findings: Based on the features of "a man of virtue," the article identifies the four dimensions that have influenced Chinese thinking about moral education: (1) Kantian and Enlightenment philosophy, (2) emotion and life experience, (3) social rights, and (4) the culture-value dimension. The four dimensions of moral education theory are related and complement, rather than contradict, each other. The author argues that the research scopes underlying current moral education theories are fairly narrow. A more comprehensive, interdisciplinary approach is needed to improve theoretical research and to enhance the effectiveness of moral education practice in schools and universities. Originality/Value: The article provides a latest overview and critical insights to consolidate the foundation of moral education in an era of societal transformation by comparing moral education research between China and the West and proposing realizing a deep integration between theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01