Humanities and Social Sciences

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The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought

Received: 20 February 2024    Accepted: 18 March 2024    Published: 25 March 2024
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Abstract

Kant's moral education ideology is an important component of his entire ideological system and a brilliant gem in the history of human educational thought. Kant's moral education philosophy is mainly reflected in stimulating the intrinsic moral motivation of the educated and cultivating their kind will, advocating for the construction of moral freedom and spiritual meaning based on the principle of formality and universality as the basis for their own will. However, the current moral education in schools is still fundamentally based on material practical principles such as utilitarianism, emotion, self love, and reputation, which leads to low efficiency and formalization of moral education practice. In this sense, moral education cannot truly cultivate the sense of responsibility and obligation of the educated, let alone generate a Kantian sense of moral respect and sublimity from the depths of their hearts. The author believes that universities can change the way learners think and enhance people's moral motivation through the role of role models in moral education. By playing a role model, laying the foundation for the construction of ideas, and then making free choices, true freedom can be achieved. This article analyzes the connotation and characteristics of exemplary education in Kant's educational philosophy based on current research experience and relevant academic literature, and further explains the role of exemplary education in Kant's moral education philosophy. Finally, combining the role of role models, this paper focuses on exploring the contemporary value of the concept of role models in Kant's moral education ideas, aiming to draw on the essence of Kant's role model education and promote the reform and innovation of moral education in Chinese universities.

DOI 10.11648/j.hss.20241202.13
Published in Humanities and Social Sciences (Volume 12, Issue 2, April 2024)
Page(s) 35-38
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Kant, Moral Education Thought, Example, Values

References
[1] Ge Yuning. Analysis of Kant's Moral Education Thought. Journal of Henan University of Technology (Social Sciences Edition). 2022. https://doi.org/10.16698/j.hpu(social.sciences).1673-9779.2022.01.005
[2] Hao Ertao. On the Aesthetic Innovation Significance of the Accidental Thinking Mode in Roti's Aesthetic Thought. Journal of Tang Du Xue Bao. 2016.
[3] Liu Fengjuan. The Concept of Role Models in Kant's Moral Education Theory. Journal of Education, 2022, 18(03), 15-24. https://doi.org/10.14082/j.cnki.1673-1298.2022.03.002
[4] Guan Fuquan. Reflections and Countermeasures on the Dilemma of Role Model Education. Journal of Educational Practice and Research. 2018. https://doi.org/10.14160/j.cnki.13-1259/g4-c.2018.11.004
[5] Zhang Shiming. An Examination of the Concept of "Moral Role Models" Based on Kantian Moral Philosophy. Journal of Chongqing University of Science and Technology (Social Sciences Edition). 2018, (06), 4-8. https://doi.org/10.19406/j.cnki.cqkjxyxbskb.2018.06.003
[6] Liu Fengjuan. As a Pure Role Model of the Third Party: How the Non logical Path of Definitive Command is Possible. Ethics and Civilization. 2021, (03), 101-111. https://doi.org/10.13904/j.cnki.1007-1539.2021.03.010
[7] Zhu Yi. Self discipline and Moral Role Models: An Interpretation of Kantian Moral Education. Social Science Forum. 2022, (03), 144-152. https://doi.org/10.14185/j.cnki.issn1008-2026.2022.03.012
[8] Zhang Lin. Kant's Role Model Education Thought and Its Contemporary Value. School Party Building and Ideological Education. 2010, (34), 22-24.
[9] Ren Yixuan. On Good and Evil: Reflections on Kant's Moral Philosophy. Comparative Study of Cultural Innovation. 2018, 2(14), 29-30.
[10] Sun Ruiyu. "Role Model Following" in Scheler's Value Ethics and Its Educational Significance. Education Research. 2020, 41(05), 39-48.
[11] Song Mengjie. Kant's Rationalist Moral Education Thought and Its Contemporary Value. Qufu Normal University. 2021. https://doi.org/10.27267/d.cnki.gqfsu.2021.000459
[12] Hu Xueyuan. On the Role of Role Models in Moral Education: A Response to Exemplary Virtue Theory Based on Kantian Ethics. Journal of Guizhou Normal University (Social Sciences Edition). 2017, (01), 66-74. https://doi.org/10.16614/j.cnki.issn1001-733x.2017.01.008
[13] Zang Lei. Connotation, Focus, and Methods of Teacher Ethics Construction in Basic Education. Journal of Primary and Secondary School Teacher Training. 2018.
[14] Yang Yunfei. Kant's Triple Arguments Against Moral Skepticism [J]. Journal of Yunnan University (Social Sciences Edition). 2023, 22(01), 12-21. https://doi.org/10.19833/j.cnki.jyu.2023.01.005
[15] Xiao Jian. Academic Ethics of Graduate Students: From Discipline to Self discipline: Inspiration from Kant [J]. Degree and Graduate Education. 2016, (06), 40-44. https://doi.org/10.16750/j.adge.2016.06.009
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    Zhao, Y. (2024). The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought. Humanities and Social Sciences, 12(2), 35-38. https://doi.org/10.11648/j.hss.20241202.13

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    Zhao, Y. The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought. Humanit. Soc. Sci. 2024, 12(2), 35-38. doi: 10.11648/j.hss.20241202.13

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    AMA Style

    Zhao Y. The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought. Humanit Soc Sci. 2024;12(2):35-38. doi: 10.11648/j.hss.20241202.13

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  • @article{10.11648/j.hss.20241202.13,
      author = {Ying Zhao},
      title = {The Interpretation of Role Model and Its Contemporary Value Under Kant's Moral Education Thought},
      journal = {Humanities and Social Sciences},
      volume = {12},
      number = {2},
      pages = {35-38},
      doi = {10.11648/j.hss.20241202.13},
      url = {https://doi.org/10.11648/j.hss.20241202.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20241202.13},
      abstract = {Kant's moral education ideology is an important component of his entire ideological system and a brilliant gem in the history of human educational thought. Kant's moral education philosophy is mainly reflected in stimulating the intrinsic moral motivation of the educated and cultivating their kind will, advocating for the construction of moral freedom and spiritual meaning based on the principle of formality and universality as the basis for their own will. However, the current moral education in schools is still fundamentally based on material practical principles such as utilitarianism, emotion, self love, and reputation, which leads to low efficiency and formalization of moral education practice. In this sense, moral education cannot truly cultivate the sense of responsibility and obligation of the educated, let alone generate a Kantian sense of moral respect and sublimity from the depths of their hearts. The author believes that universities can change the way learners think and enhance people's moral motivation through the role of role models in moral education. By playing a role model, laying the foundation for the construction of ideas, and then making free choices, true freedom can be achieved. This article analyzes the connotation and characteristics of exemplary education in Kant's educational philosophy based on current research experience and relevant academic literature, and further explains the role of exemplary education in Kant's moral education philosophy. Finally, combining the role of role models, this paper focuses on exploring the contemporary value of the concept of role models in Kant's moral education ideas, aiming to draw on the essence of Kant's role model education and promote the reform and innovation of moral education in Chinese universities.
    },
     year = {2024}
    }
    

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    AB  - Kant's moral education ideology is an important component of his entire ideological system and a brilliant gem in the history of human educational thought. Kant's moral education philosophy is mainly reflected in stimulating the intrinsic moral motivation of the educated and cultivating their kind will, advocating for the construction of moral freedom and spiritual meaning based on the principle of formality and universality as the basis for their own will. However, the current moral education in schools is still fundamentally based on material practical principles such as utilitarianism, emotion, self love, and reputation, which leads to low efficiency and formalization of moral education practice. In this sense, moral education cannot truly cultivate the sense of responsibility and obligation of the educated, let alone generate a Kantian sense of moral respect and sublimity from the depths of their hearts. The author believes that universities can change the way learners think and enhance people's moral motivation through the role of role models in moral education. By playing a role model, laying the foundation for the construction of ideas, and then making free choices, true freedom can be achieved. This article analyzes the connotation and characteristics of exemplary education in Kant's educational philosophy based on current research experience and relevant academic literature, and further explains the role of exemplary education in Kant's moral education philosophy. Finally, combining the role of role models, this paper focuses on exploring the contemporary value of the concept of role models in Kant's moral education ideas, aiming to draw on the essence of Kant's role model education and promote the reform and innovation of moral education in Chinese universities.
    
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Author Information
  • Department of Education, Graduate University of Mongolia, Ulaanbaatar, Mongolia; Administration, Chengde College of Applied Technology, Chengde, China

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