道德教育

Its characteristics encompass explicit education goal, systematic and rich content, strong realistic pertinency and various ways of education.

1作为一个大思想家大教育家，注重道德教育是其教育思想的核心，有着丰富的内涵。

All of these concepts concern the good treatment of people and are also the important educational content for the solution of Swiss educationist Pestalozzi's moral education problem.

这些是善待他人的道德观，也是解决裴氏道德教育难题二的重要教育内容①。

Therefore, pays great attention student's thought moral education as well as sentiment influencing with the personal character raise, achieves the book to be possible to carry the skill to everywhere along the road, stressed that the pen is needing the heart to be positive, achieves the calligraphy and the moral education, the book skill and the moral behavior is highly harmonious unifies, realizes the education moral education effect is diligently suspends in front of a calligraphy pedagogue's big topic and the honorable mission.

因此，注重学生的思想道德教育以及情操的陶冶和品德的培养，做到书可载艺更要载道，强调笔正需心正，达到书法与德育、书艺与人品高度和谐统一，努力实现教育的德育功效是摆在书法教育者面前的一大课题和光荣使命。

The nature of the moral education, as education goes, is self education.

道德教育实效化的本质实际是自我教育。

The reality of moral education is close connected with the value tropism of educational theories that guide the moral education.

道德教育的现状与其指导的教育理论的价值取向密不可分，我们应该摒弃那些不尊重主体的价值取向。

Inspired by the educational tradition of the Basilian Fathers, the Cameron School of Business is committed to educating ethical business leaders capable of managing the organization of the future.

由Basilian神父教育传统的激励下，工商卡梅伦学院致力于商界领袖的道德教育管理未来的组织能力。

With the appearance of school compartmental learning in modern Europe , how on earth moral education should be conducted in school has been widely paid attention to and discussed.

随着欧洲近代学校分科课程的出现，学校道德教育究竟怎样进行成为学校教育中一个引起广泛关注和讨论的问题。

The essence of Chu Hsi's education theory is moral education theory.

朱熹教育理论的实质是道德教育理论。

It is only in the past half century that America's schools have become monomaniacal about purpose.Sputnik, the separation of church and state, and NCLB.

1950年代左右美国有认知到道德教育的重要，但太空竞赛之后，教育又偏向工具性培养能力的路上，但现代的美国也正在省思是否回到品格的塑造与薰陶。

Therefore we have to take a lead in carrying forward the practice of socialist honors or dishonors education.

在高校开展社会主义荣辱观教育要做到与学校思想道德教育的有机蛄舍。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。