Make teaching a moral cause

teaching is always educational. Education runs through teaching activities, and education is reflected in all aspects of teaching activities. As the process of realizing the goal of moral education, teaching itself is also a process of moral education, which is the internal basis for making teaching a moral cause. The implementation of moral education must depend on a certain way of activities, and teaching is the basic form of moral education. We should change the current situation of education and strive to integrate moral education and teaching. Every teacher should be a conscious educator and make teaching a moral cause.
The ideological and moral construction of minors is not only a cause that the whole society should pay attention to, but also the most important aspect of school education. Among the various forms of moral education in schools, teaching is its basic form. In order to give full play to the moral education function of teaching more consciously and make better use of teaching, which is the basic form of moral education, teachers must improve their pedagogical literacy, be a conscious educator, and make teaching a moral cause.
1、 Teaching process is also a process of moral education
Various forms of education in schools may become forms of moral education. As American educator nottinges said, "moral education not only refers to any special form of education aimed at cultivating a moral person, but also refers to any form of education that is moral in purpose, policy and method." School physical education, science education and art education may become a form of moral education, and school teaching should be the basic form of moral education. On the relationship between morality, moral education and teaching, Herbart had a very incisive discussion, he said: Morality "is generally considered to be the highest purpose of mankind, so it is also the highest purpose of education", "the highest and final purpose of teaching is included in this concept - virtue". Herbart does not recognize any "teaching without education", nor does he believe that there is "education without teaching". Noddings further pointed out that teachers with "ethical considerations" regard teaching as a moral cause.
The following illustrates that the teaching process is also a process of moral education from the perspective that teaching is educational and teaching is an educational form to achieve the goal of moral education.
1. Teaching is always educational
Teaching is always educational, and the view that there is no "teaching without education" seems to have become a consensus, but its understanding is not without objection. At present, a popular view is that moral education through teaching is "to infiltrate moral education into teaching". There are also several different understandings of the meaning of "infiltration", showing different understandings of "educationality". From the perspective of the relationship between the various parts of education, it is right to say that moral, intellectual, physical and aesthetic education "permeate" each other, but the statement of "infiltration" is easy to produce ambiguity and cause misunderstanding. The daily "infiltration" mostly refers to adding some moral education content to teaching, which contains two questionable assumptions: one is that the original teaching has no moral education factors, so "infiltration" is to add moral education factors from the outside; Second, the educational nature of teaching is only reflected in the teaching content, as if the organizational form, teaching methods and means of teaching are not educational. The former assumption should be analyzed in detail. Generally speaking, the teaching content is educational, in which the value of natural science knowledge is neutral, but in the process of transforming it into curriculum knowledge, it has been endowed with a certain educational value after educational treatment. Perhaps the existing teaching content seems to have nothing to do with value, but it may contain implicit value. The latter view is that education is only limited to teaching, which is obviously one-sided. We are not saying that education exists in every detail of the reform activities, but the education of teaching is by no means only in the teaching content. The author has generally summarized the performance of teaching education in four aspects: as a teaching content, learning knowledge plays a role in laying the foundation of scientific knowledge and supporting the formation of Ideological and moral character; Good teaching organization form, teaching methods, teacher-student relationship, classroom atmosphere and so on can edify and infect the formation of students' good morality; Students' learning activities themselves exercise the development of good quality; Teachers' personality plays an exemplary role in the development of students. "Teaching is always educational" has at least the following two meanings. (1) The whole process of teaching and all aspects of the teaching process contain education. The whole process is from the continuity of teaching time, and education runs through the whole process of teaching activities; All aspects of the teaching process are in a spatial sense, that is, education is reflected in all aspects of teaching activities. (2) "Teaching is always educational", from the nature of educational influence, there are positive and negative; From the way of influence, some are explicit and some are implicit; From the educational understanding of the participants in teaching activities, some are aware and conscious, and some are not aware and unconscious. Therefore, we should strive to improve our educational consciousness, be good at exploring and utilizing its positive influence, and prevent and overcome its negative and negative influence.
There is such a phenomenon in the current teaching practice: educators should highlight the educational nature, but they are not good at discovering and embodying the moral value of teaching itself. Instead, they improperly add many moral education "materials" from the outside. These "materials" have nothing to do with the content of teaching tasks, or although they are related, they are very stiff; Some of them have added too much moral education, or have virtually changed the nature of the course, or have hindered the completion of established teaching tasks because they occupy too much classroom time. These are inappropriate "infiltration" of moral education, and too many "educational additives" may not have negative effects. In fact, as Jaspers said, "imparting knowledge and skills in the right way is already a kind of spiritual education for the whole person." Dewey also said, "every subject, every teaching method, and every incident in the school breed the possibility of cultivating morality." Our task is to think about how to turn this possibility into reality and turn the teaching process into a moral education process.
2. As a teaching process to achieve the goal of moral education, it is also a process of moral education
Education, regardless of the implementation of moral education, intellectual education, physical education and aesthetic education, needs to be organized in one form or another; Teaching is the basic organizational form of education implementation, and all kinds of education are mainly implemented through teaching. Teaching activities are not only activities to achieve the goals of intellectual education, but also activities to achieve the goals of sports, moral education and aesthetic education. In short, teaching is an activity to achieve various educational goals, but also an activity to achieve moral goals. The teaching process of realizing the goal of moral education is also the process of moral education.
However, for a long time, due to various reasons, people equate intellectual education with teaching, teaching with intellectual education, and teaching has virtually become an organizational form of intellectual education. As a result, the moral education function of teaching is weakened, so that teaching is also the form of implementing moral education, and the hope of moral education is placed on "special" moral education activities.
Ignoring or "forgetting" teaching is the basic form of moral education, which may be related to the development of educational theory. Kelloff's Pedagogy (1948), translated and published in 1953, divides the structure of pedagogy into four parts: general theory, pedagogy, pedagogy, and school administrative leadership. There are special chapters on moral education, labor education, aesthetic education and sports in the part of education theory, but there is no special chapter on intellectual education; The teaching theory occupies five chapters. In 1957, kelloff's Pedagogy (1956), translated and published in China, has special chapters on physical education, comprehensive technical education, moral education and aesthetic education. Teaching accounts for three chapters, and there is no special chapter on intellectual education. Whether the author replaces "intellectual education" with "teaching" or not, at least objectively, misleads people to unconsciously equate teaching with intellectual education, and misleads people to regard intellectual education and teaching as one thing. Domestic pedagogical textbooks juxtapose teaching with morality, intelligence, physique, beauty and labor, which is actually taking teaching as intellectual education. It was not until the early 1980s that China's educational theorists began to recognize the need to distinguish between teaching and intellectual education. For example, the article "some opinions on the compilation of pedagogical textbooks" points out that it is incomplete to have only special chapters on moral education, physical education, aesthetic education and labor education, but no special chapters on intellectual education. In 1984, pedagogy, compiled by the Department of education of Nanjing Normal University, broke through the framework of kelloff's Pedagogy for the first time and set up a separate chapter on "intellectual education". In this way, the relationship between intellectual education and teaching is gradually clarified. To change the teaching behavior, we must change the teaching concept. Teaching is only the basic form of intellectual education. At the same time, teaching is also the basic form of moral education. This is to make teaching the internal basis of moral undertakings.
Demonstrating that the teaching process is a moral education process, of course, does not mean that teaching is only a moral education process, nor does it mean that there is no need to set up special moral education courses and carry out special moral education activities. On the contrary, we should seriously improve special moral education courses and special moral education activities, and pay more attention to organizing students to participate in practice, understand, experience and comprehend in practice, so as to achieve better moral education results.
2、 Moral education must rely on certain material forms and activities
1. The implementation of moral education must rely on certain activities
Moral education affects people with a certain "spirit" of ideology and morality, and "spirit" cannot exist alone without a certain material carrier. Curriculum knowledge, that is, the knowledge taught and learned in teaching, is such a carrier, and the teaching of curriculum knowledge is an activity form of implementing moral education.
Morality is a kind of relational existence that reflects the relationship between people, people and society, people and nature. Without the relationship between people, people and society, people and nature, there is no moral existence. Therefore, moral life (including moral education) cannot exist alone without other social life activities. In other words, there is no pure and pure moral life and moral education without other activities in real life. Moral life must exist in some practical activities, and the implementation of moral education must also rely on some way of activities, or through some way. In terms of the influence of moral education on people, it must also act on individuals through certain material means and certain activities, and accept its influence through individual psychological internal activities. Of course, there are many forms and ways to implement moral education, but teaching is a regular and basic form and way.
2. Teaching is the basic form of moral education
Various educational activities in schools may become the form of moral education. The author regards the teaching activities as the basic form. (1) The school focuses on teaching. Teaching takes up the most time in all educational activities in the school. Among various forms of educational activities, teaching activities are highly planned, with clear goals and a high degree of organization. (2) More than 80% of students' school activities are spent in teaching activities. Learning is the leading activity of students, and classroom learning is the main form of students' learning activities. The teaching process is the process of students' wisdom growth and virtue growth. Learning activities themselves are students' spiritual life, students' life activities, and the process of students' spiritual growth. (3) As a form of moral education organization, teaching involves a wide range of teachers, not limited to "special" or full-time moral education teachers, and all teachers share the educational responsibility. In fact, in the process of education, every teacher always affects the growth of students in one way or another, either positively or negatively; Either consciously exert influence, or unconsciously produce influence. In this sense, every teacher is a moral education teacher. As Kohlberg pointed out, "teachers sometimes don't realize that these daily jobs they are engaged in are educational activities." Peters, a British moral educator, also believes that "no matter whether you like it or not, every teacher is a moral teacher."
Teaching is the basic form of moral education, which is in the sense of the time proportion of teaching and its position in school education, rather than in the sense of the effectiveness of moral education. How to improve the effectiveness of moral education can not only be considered from the teaching aspect, but should be carefully discussed on various forms of education as a whole according to the law of Ideological and moral formation.
Moral education can only be implemented with the help of specific educational and teaching activities. Teaching is the basic form of implementing moral education, which also shows that teaching should become a moral cause. When we look at teaching from the perspective of moral undertakings, we must be able to better organize teaching activities and consciously use this form of moral education.
3、 Adhere to the integration of teaching and moral education
Teaching originally includes "teaching" and "educating people", and "teaching" and "educating people" are originally two aspects of the same teaching process. If "infiltrating moral education into teaching" is a saying of "two skins" between teaching and moral education, then setting up "Academic Affairs Office" and "Moral Education Office" in schools is a practice of "two skins" between teaching and moral education. The school originally set up a "teaching office", "Teaching (Teaching)" and "guiding (educating)" are unified, which is completely consistent with the educational concept of teaching and educating people. Later, the school set up "Academic Affairs Office" and "Moral Education Office" (at the beginning of the separation, it was often called "political and educational office"). Taking this measure will have some benefits for strengthening the organization and management of school moral education, and may have played a certain role in improving the status of moral education in people's minds, but it does not mean strengthening school moral education, nor improving the effectiveness of moral education. The practice of setting up two branches, in terms of system and "objective facts", no matter how "kind" its subjective will is, objectively has a negative impact on people's thoughts, resulting in the "separation effect" of moral education and teaching. Teachers are also divided into "teachers in charge of teaching" and "teachers in charge of moral education" tangible and intangible. Jaspers believes that it is a big mistake to separate the institutions that impart knowledge from educational institutions, and it is not education itself to separate education from teaching. Moral education has gradually changed from "education" to "moral education". Dewey also believes that "the very sad separation between intellectual training and moral training in schools, and the sad separation between acquiring knowledge and character growth, is only because schools are not seen as a manifestation of building social institutions that have social life themselves."
The separation of moral education from teaching theoretically stems from the old teaching concept. If kelloff's pedagogy equates teaching with intellectual education, it misleads people into thinking that teaching is the implementation of intellectual education. Accordingly, the teaching process is only a "special cognitive process". Such a teaching view separates the connection between moral education, teaching and intellectual education. In this way, moral education seems to have nothing to do with teaching and intellectual education. Kailov misleads us, and we also misread kailov, causing us to ignore the aspect that kailov admitted in "pedagogy" that we can carry out world outlook education and moral education in the process of imparting and learning knowledge.
Since teaching is equated with intellectual education, the teaching process is regarded as a cognitive process, and the classroom is regarded as a space for imparting and inculcating knowledge. According to this logic, in order to strengthen ideological and moral education, a separate "political and educational department" should be set up. This shows that the deviation in concept will inevitably lead to the deviation in behavior. The deviation in behavior reinforces the deviation in concept. In other words, the misunderstanding of cognition leads to the establishment of teaching and political education in the internal system of the school, and the objective existence of the two places strengthens the misunderstanding of subjective cognition. This practice of being divided into two parts has strengthened the cognitive deviation. It has influenced people's educational behavior. Even if it is claimed orally and theoretically that teaching is to educate people, the two institutions and functions of the school system objectively divide teachers and their responsibilities into two parts, and the functions of teachers are also clearly divided. Teachers who manage teaching, regardless of moral education, should report problems or violations among students