"Guidance is supreme because of wit." "Tao Xingzhi is guiding a company of students: only by actively observing discipline can we have dignity." Tao Xingzhi is the principle of unity of knowing and doing, and "righteousness" and "discipline" are the principles of combining positive education with discipline.
Principles of moral education:
Principles of moral education
Education) refers to the basic principles and requirements that ideological and moral education must follow. The embodiment of the law of moral education is restricted by the purpose of moral education and the law of physical and mental development of the educated. The summary of educational practice experience at home and abroad reflects the characteristics of a certain class, nation and culture.
It is the basis for making moral education plan, choosing moral education content, method and organizing moral education process. Confucius and Mencius, an educator in ancient China, put forward the principles of matching words with deeds, teaching students in accordance with their aptitude, setting an example, being good at saving the nation from extinction, being loyal to one's will and exercising one's will. In Song Dynasty, Zhu advocated that knowledge should be the first, behavior should be the most important, and positive education should be combined with negative prevention.
The principle of moral education is formed in people's long-term educational practice. In the history of Chinese and foreign education, many educators summed up their experiences and put forward various moral principles on behalf of certain classes in different historical periods.
Kong Qiu, an ancient educator in China, attached great importance to being a good person and was charming (The Analects of Zi Han); Not only "listen to his words" but also pay more attention to "observe his actions" (The Analects of Confucius Gongye Chang); And adopt the principle of teaching students in accordance with their aptitude and setting an example.
Monk especially emphasized the training and cultivation of will, and advocated that a person must go through the hard training of "suffering his mind, straining his bones and muscles, starving his body and skin, and neglecting his actions" (Mencius Xunzi).
Xun Kuang attached great importance to the role of environment and education, and put forward that "one must choose one's hometown when one is born, and one must be a scholar when one is active", and "keeping away from evil and approaching righteousness" (Xun Zi's advice on learning) were the important principles of moral education in ancient China. "Xue Ji" has long pointed out that "preparation is called before prohibition".
Later (see Cheng Hao and Cheng Yi) also said, "Advance first". Zhu advocated "knowledge first, then learning". In terms of children's education, it is required that education should conform to children's temperament, just like rain and flowers and trees, "it will inspire them and make them happy" (Liu et al. ).
In Ming and Qing Dynasties, Wang Fuzhi, Yan Yuan, Dai Zhen and others opposed Neo-Confucianism in Song and Ming Dynasties, and all emphasized practical principles such as implementation and practicality.