[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601255-en":59,"doc-seo-601255-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":31},601255,962090893776,"LangkahRina","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Rethinking “Basic Issues” in Moral Education","This article offers an alternative reading of “basic principles” in moral education by reexamining Dewey’s moral education theory. A close analysis of Moral Principles in Education (1909) identifies four ideological and logical limitations, showing why “moral ideas” cannot by themselves complete fully moral life, why the “moral trinity” fails in real conditions, and why attention to “ideas about morality” must go beyond behavioral effects. The study argues that direct moral instruction is the worst practice and proposes cultivating moral ideas while enabling transformation between ideas about morality and moral ideas.","Rethinking “Basic Issues” in Moral Education  \nDesheng Gao (高德胜)  \nEast China Normal University  \nECNU Review of Education 2021, Vol. 4(4) 707–726 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120950322](DOI: 10.1177/2096531120950322)[ ](DOI: 10.1177/2096531120950322)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nDi Wang (王迪)  \nEast China Normal University  \nAbstract  \nPurpose: This article presents an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory, which has had profound influence on Chinese educational theory and practice.  \nDesign/Approach/Methods: Through a close analysis of Moral Principles in Education (1909), this study identifies four ideological and logical limitations in Dewey’s moral education theory. Findings: Analysis revealed four limitations in Dewey’s moral education theory. First, although“moral ideas” originate from real life, they are insufficient for developing a fully moral life. Second, the “moral trinity” is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of “ideas about morality” needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of “direct moral instruction.” In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa.  \nOriginality/Value: The distinction between “moral ideas” and “ideas about morality” has long been considered the basic problem of moral education. This study presents another approach to the “basic problem” of moral education that complements and reinforces these concepts.  \nCorresponding author:  \nDesheng Gao, Institute of Curriculum and Instruction, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China.  \nEmail: [gao6403@163.com](gao6403@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nBasic problems in moral education, Dewey, direct moral instruction, ideas about morality, moral ideas  \nDate received: 30 November 2019; accepted: 27 July 2020  \nIntroduction  \nPublished in 1909, Dewey’s Moral Principles in Education has become a seminal text in moral education theory. According to Dewey, the “moral principles”—that is, the “basic principles”—of moral education comprise “principles” and “warning.” In this respect,“principles” refer to the basic ideas, ideology, and approaches that form “the moral trinity of the school”(Dewey, 1909, p. 43), the ultimate objective of which is to cultivate “moral ideas.” In contrast,“warning” suggests that a school should not teach ideas of morality directly because of its inability to impact behavior sufficiently.  \nDewey’s work continues to influence moral education theory and practice today, especially in China. Countless schools of thought have been based on and developed Dewey ’s theory, including Lawrence Kohlberg’s cognitive moral education theory. In China, moral education is shaped by Marxist theory, Chinese tradition, Confucian thought, and educators from the Republic of China period (1912–1949), such as Yuanpei Cai and Xingzhi Tao. Dewey’s significant impact on educators","cbCaifO0jVnhgyRq","https://ap.wps.com/l/cbCaifO0jVnhgyRq","pdf",188297,"English","en",105,"# Abstract\n# Purpose\n# Design/Approach/Methods\n# Findings\n# Originality/Value\n# Keywords\n# Introduction\n## Dewey’s “moral principles” and “warning”\n## Influence in China and related theories","[{\"question\":\"What is the article’s main goal in rethinking moral education?\",\"answer\":\"It provides an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory and its implications for Chinese educational thought and practice.\"},{\"question\":\"What four limitations does the study find in Dewey’s moral education theory?\",\"answer\":\"The study argues that “moral ideas” are insufficient for forming a fully moral life, the “moral trinity” cannot be fulfilled in reality, “ideas about morality” require analysis beyond behavioral effects, and simply teaching ideas about morality becomes the worst form of “direct moral instruction.”\"},{\"question\":\"What does the study recommend as “best practice” for moral education?\",\"answer\":\"It emphasizes cultivating moral ideas while facilitating the transformation between “ideas about morality” and moral ideas, rather than relying on direct moral instruction.\"}]","Rethinking “Basic Issues” in Moral Education | PDF",1792092272,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"rethinking-basic-issues-in-moral-education","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/rethinking-basic-issues-in-moral-education/601255/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/rethinking-basic-issues-in-moral-education/601255.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":39},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What is the article’s main goal in rethinking moral education?","Question",{"text":127,"@type":128},"It provides an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory and its implications for Chinese educational thought and practice.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"What four limitations does the study find in Dewey’s moral education theory?",{"text":132,"@type":128},"The study argues that “moral ideas” are insufficient for forming a fully moral life, the “moral trinity” cannot be fulfilled in reality, “ideas about morality” require analysis beyond behavioral effects, and simply teaching ideas about morality becomes the worst form of “direct moral instruction.”",{"name":134,"@type":125,"acceptedAnswer":135},"What does the study recommend as “best practice” for moral education?",{"text":136,"@type":128},"It emphasizes cultivating moral ideas while facilitating the transformation between “ideas about morality” and moral ideas, rather than relying on direct moral instruction.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792209374]