Purpose: 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. Design/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. 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.
J. Dewey’s Viewpoints of Morality and Moral Education Theory
