道德教育

Interpret moral as moral education and substitute methods of moral with moral education, all inadvisable.

把德育理解为道德教育和以道德教育代替德育的做法，都是不可取的。

It is inferable that moral education from the very beginning should be a united whole with real life; but the for- mer deviated away from the latter in the development. The chief reason for this lies in its disciplinization, knowledgization and instrumentalization.

道德教育与现实生活在原初状态上是合而为一、完全融合的，它后来脱离现实生活的主要原因在于道德教育的学科化、知识化和工具化。

If we go behind the ingrain of this problem, we should find that, the problem of school normal education either rests with the depart from the status of childrens main part, and ignores the basal fact that child can gain the knowledge and experiences when they join in the idiographic experience actions.

究其本质，学校道德教育的问题还在于德育偏移了儿童的主体地位，忽视了儿童在具体参与经验的过程中能获得道德知识和经验的基本事实，淡化了儿童道德思维训练和能力培养在儿童道德形成中的重要作用。

So we should recognize the new transformation of the medic...

因此，应充分认识网络技术发展对医学生道德教育的新变化，密切关注信息革命对大学生思想道德教育的影响。

It also makes moral preachment a necessity, and makes the moral education isolated fromthe world of everyday life.

第一部分：在抓住了传统道德教育中问题的症结——"单向"交往的基础之上，通过考察道德与道德需要的产生与发展，提出了道德交往的概念。

And still three aspects are worth prudent reflection, which are respectively the reassertion of educational responsibility of Church, utilization of Bible as more than a schoolbook and a restoration of curricular balance.

本篇论文旨在探讨美国基于基督教的大众教育如何应对世俗化，通过对教堂、圣经和宗教三者教育功能的再确立和道德教育的巩固，在古典教育与现代教育之间取得平衡，从而建成与时代要求相适应的开放教育体制。

At first, as for the way in moral education in China and west there is some sameness.

首先从道德教育实施的方法、手段和途径方面论述了中西传统道德教育存在着一些相同或相近之处。

The putridness from social civilization makes the dissimilation of the society and human beings. Rousseau's theory of moral education shows concerns for resisting the smirch to human nature from bias and habitude, and understanding and obeying the naturalist laws, developing the potential of moral emotion to help people to take cognizance of the God's order from Faramita world, cultivating a steady character and virtues consequently.

由于受到社会文明的腐化而造成了社会和人所处的实然状态的异化，如何抵御偏见与习俗对人的天性的沾染，推发人的道德情感潜能来帮助人认识到彼岸世界的神的旨意、并按自然主义的道德法则行事，从而培养一种稳定的道德品质是卢梭道德教育思想的重要内容。

We should spurn the value tropism that did not respect the subject.

道德教育要重新寻找自己的指导理论，以变革道德教育的现状。

But the two separate the relationship between socialness and subjectiveness in moral education, and unilaterally take one of them as the nature of moral education.

但二者又都存在着严重缺陷，割裂了道德教育中社会性与主体性之间的关系，片面地将其一方视为道德教育的本质。

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。