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◆Abstract：Nowadays there are many educationists considerate about education reform，such as physical and metal improvements，educational system changes and educational innovation all over the world.But in the whole human education history，J.J Rousseau and John Dewey are unquestionably considered as the greatest education reformers.Rousseau（1979）who is the leading thinker，educator of the 18th century advocates natural education，which conforms to children’s nature.Dewey（1930）who is the founder of the progressive education movement regards education as growth and life.As for the aim of education，all expects of education，including Rousseau and Dewey agree that moral education has always been concerned all the time by philosophers and educators.Both Rousseau and Dewey think that children are born purely with no language，no beliefs，no social standards，etc.Human nature is good，but through exposure，experience and cognizance of life，they learned some new trends of living.Therefore，what moral education is needed for children？ What moral education is effective to children？ According to Renjuan（2012）and Wan chengye（2013），Rousseau and Dewey both agree child-centered education and have given their own ideology to moral education of children.In the following，a brief review is given about different methods of moral education of Rousseau and Dewey.
Review
1 Moral education in Rousseau’s natural education
Rousseau prefers children’s nature，which can be read in his masterpiece Emile.His educational theory，including freedom reason and goodness factors requires the full development of children’s personality，not social effects.Therefore Rousseau attaches much importance to the protection of children’s pure human nature in the education，which is followed by many later educators.Also，it is the biggest contribution that Rousseau gives to the education not only in the past time but in nowadays.
1.1 Significance of moral education
Rousseau’s idea of “Back to Nature” asks for the return of freedom to children and this is also the core controversial point in Rousseau’s education theory.Wang xin（2011）has points out that in fact Rousseau has already realized the most important feature of human，that is，humanity can be improved by human themselves.As long as we give a child enough time and space，they will grow up into a full man.However，this self-development will go two directions——one is leading to human’s destruction of itself and the other is saving humans themselves.Since Rousseau’s masterpiece Emile was published，it has been regarded as the right way to save humanity，which will save the whole human in the end.In Emile Rousseau has already provided the solution to save human beings.Rousseau tells us that we should make good and evil in our moral code balance，and only education can resist the evil of the society.That is，only moral education can change the humanity and can save the soul of human.However，Qujingdong（2009）has found that Rousseau reminds that the real moral education may not be founded only by imitating or learning some existing knowledge，because children may not have the right or suitable learning environment sometimes，which would lead to the wrong or lopsided view.Therefore in order to avoid children’s entry to the complex social life too earlier and form the wrong values，we must set up a “fence” around to protect them，that is，we should put children into a reliable and natural environment，like home or school，to develop their personality safely and freely. 1.2 Aim of moral education
In Rousseau’s education system，moral education is the final goal of education.According to Rousseau，everything is good as it leaves the hands of the Author of things，but everything changes in the hands of humans’.Therefore，all that we are lack of when we are born and all that we are seeking for when we grow up is the truth of education.For this education，its resources must come to us from the nature or from human itself.Rousseau believes that only in the natural environment can children get close to the nature so that they will be brought up with their goodness of the nature，which is the key to humanity.The heart of the natural education theory is that we must follow the demand of the real nature and the human nature.However，Zhan dezhen（2011）has showed that although Rousseau’s natural education goes well with children’s human nature;children won’t develop fully if they won’t be set in the social environment.Because of lack of basis of educational practice and scientific theories，Rousseau idealizes his view of children’s nature in education and over-stated the role of children’s nature in education may lead to a wrong direction.Rousseau even believes if a child grows up with the ability of judgment in everything，there’s no need for him to be educated，which is quite different from the theories of other educators.Therefore，when we want to give children the right education to help them grow fully，we should put our children in a selected social environment and give them a general moral education，which may be a secure method to develop children’s personalities.
1.3 Methods of moral education
Rousseau believes that the feudal culture and conventional education can only restrict the development and creativity of children.Rousseau respects the nature，pays attention to people’s emotion and agrees on the balance between the nature and the human.From all the points of his view，Rousseau criticizes the existing educational system，and proposes the nature education，so his educational masterpiece Emile is a challenge to the feudal culture at his times.In the book，Rousseau describes that we are all born with inherently good characters but we will be corrupted by the evils of society which we live in，so we should move out and live in an environment without those evils.Rousseau advocates that children should be allowed to learn how to become a good man from the nature.Also children should be educated in his natural way without any obstruction from the social surroundings.Rousseau even points out that nothing should be taught to children if they are capable of understanding the world.Therefore，children’s individuality should be respected and protected.At the same time，we must be aware that children should be taught individually，because every child is a unique and special individual.Besides，Children should also be taught differently according to their ages，genders，cultures and family backgrounds. In Rousseau’s book Emil，on the one hand，he argues that the education should respect the natural instincts of children and children should be educated by following their own senses.On the other hand，Rousseau emphasizes that the noblest aim of education is to make a child become a reasoning and logical man.He also expects that the final goal of the education is to make a man full of more humanization.Rousseau advocates that the most effective way of educating children should be to let them learn right and wrong through experiencing the consequences of their own acts rather than through physical punishment，which is known as “discovery learning” today.Therefore，Rousseau believes that children should be taught by themselves in the natural environment，and children should also be educated by themselves through their own experiences，which can make them become a true man and a noble-hearted man.Children are able to improve their personalities and become more cultivated through the certain moral education.
2 Moral Education in Dewey’s progressive education
Two hundred years later after Rousseau’s age，John Dewey who is a pragmatic philosopher following Rousseau’s step continues to search for the suitablemethods of education for our children.He firmly believes that children can develop well in an environment where they are allowed to experience and interact with the various social curriculums，which is quite different with Rousseau’s natural education.
2.1 Significance of moral education
Dewey’s progressive education has been wildly studied both in western and eastern world since his pragmatic education theory formed.According to Dewey，education is only a process to help children realize their full potential and solve the problems independently，and all that children do will be the feedback of moral education.Tu shiwan（2012）has summarized the research of Dewey’s education theory in different aspects.He thinks Dewey’s education theory takes a great place in education world，and he sings highly of Dewey’s progressive education in the practice of education.Marjorie C.Mill（2016）once again confirms that for Dewey，he believes that education is always moral education，which is the only process that enables the individual to develop into a real person，a good person and a useful person;it is also the process that enables the individual to become a completely participating member of the certain community or society in this process;it is also the right process where children have to struggle to solve the problems by themselves through their own direct experiences;and it is also the process，through which children can get the best education. 2.2 Aim of moral education
Dewey（1930）claimed himself that moral education should refer to both the effect of education and the product of education.His pragmatic educational philosophy has been influencing education all over the world till now.For him，education is as important to social life as nutrition is important to physiological life.Dewey argues that education and learning are actually interactive processes，and thus the school itself is a social platform through which children can be promoted and social reform can take place.Dewey also regards education as a growth and a life，for Children who are born in a certain community are expected to become part of the larger society later.On the other hand，the nature of the individual will depend on the way that he was brought up in his early age.According to Dewey education is very important for the social continuity of life.Therefore，society or school should give the right guidance and direction to young children in order that they will develop to be more responsible for the society and themselves.
2.3 Method of moral education
Dewey（1938）believes that all educational process should be carried out by the participation of the individual in the social consciousness of humanity.This process begins unconsciously almost at birth，and is continually shaping children’s habits，training their ideas，and arousing their feelings and emotions through the whole life.By this unconscious education，children gradually come to share some moral resources which humanity has succeeded in forming together.Song pengyun（2012）has analyzed Dewey’s moral education and shown that Dewey focuses on two aspects of it.One is the approach to moral education and the other is the result of moral education.For Dewey，education is about more education——it is about continues growth，which ends only in death;it is also about how to live better，which is the final aim of living.Therefore，children should be educated to be the right person to suit the society，and they should also be guided to acknowledge the basic silks to live in the society.These are the tasks that teachers，schools or communities should take.Dewey’s vision of education also demands that learning and practicing should be in progress together，for they are closely related.And he firmly believes that practicing provokes and requires learning which is meaningful and necessary in continually doing all the things.
According to Dewey’s pragmatic education theory，he believes that experiences provide the matrix for learning or experiencing.Experiences can be constructed to develop the learning interests which students already have.Experiences can also be provided to deepen and respond to the learning interests which are created by ordinary activities or ordinary lives.Dewey（1994）notes that preparing children for the future life in the society means to give them command or requirement by themselves.That means to train them on purpose so that they will master the basic skill，and then they will be ready to use all their capacities to live in the society.In addition，Dewey for the first time introduces that moral imagination model into moral education，which marks the highest achievement in Dewey’s philosophy.You zhuran（2009）has pointed out that this model emphasizes the important roles of emotion and imagination in moral perception and moral judgment，as well as importance of linking action and consequence in moral choice.Promoting moral imagination training can not only help promote children’s social practice ability，such as master some basic living skills，which ensures support to children to live a happy life，but helps improve children’s moral characters，such as being caring and considerate，which lends support to building a harmonious society in the end. Dewey confirms that education should be situated in the social surroundings.He clearly sees that children who are born in their home are expected to become part of the society in the end，which is the law of development.Therefore，the society should provide good conditions and right guidance for children in order that children will grow to be responsible and helpful members to their society.In order to help children fully grow up and suit later lives in the society，Dewey goes on to explains that education should suit each student’ personalities，which is known as teaching students in accordance of their aptitude today.We should meet each student’ need，and accommodate every situation in which children are placed.
2.3 Different historical background makes different training objective of moral education.
Rousseau，a French philosopher，is one of the leading thinkers of the 18thcentury Romanticism.Romanticism as a kind of literature spirit is pushed forward greatly in Rousseau’s age.Romanticism in literary theories mostly refers to the ideas of being “free，equal and humane” in the romanticist revolution，which promoted the demand of individuality emancipation and the need of self-expression.For Rousseau，emotional expression comes to the forefront of the education，and nature is not only the major source of self-expression，but also provides the dominant subject matter.Therefore，only in the nature can children make the best of their good nature to promote themselves to a true man.
Dewey lives in the age of the Second Industrial Revolution in which rapid industrial development spreads in Western Europe as well as the United States.It is an age at the great turning of the century，and at the great changes of the country.The United States develops from an agricultural country into an industrial country;the whole society focuses on urban areas instead of rural areas;all the people struggle for more democratic and equal rights.For Dewey，education should also be set in a bigger environment，or a more complex atmosphere.Therefore children’s characteristics can be prompted fully in different aspects，and they can become a right person to suit the society.
Works Cited
[1]Li hongxia（李紅霞）.卢梭教育观中的“自然”解读[J].学术论坛，2009（5）：45-48.
[2]Qu jingdong（渠敬东）.卢梭对现代教育传统的奠基[J].北京大学教育评论，2009（3）：3-15.
[3]Ren juan（任娟）.卢梭“天赋自然生长论”与杜威“教育既既生长论”之比较[J].教育理论探索，2012（4）：3-4.
[4]Song pengyun（宋鹏云）.论杜威的德育思想[J].河北学刊，2012（5）：251-254.
[5]Tu shiwan（涂诗万）.美国近二十年杜威教育思想研究新进展[J].教育学报，2012（2）：100-112. [6]You zhurang（游柱然）.论杜威的道德想像模式及其对现实的启示[J].湖南师范大学社会科学学报，2009（1）：44-47.
[7]Wan chengye（万承业）.杜威与卢梭的儿童教育观之比较[J].基础教育，2013（03）：114-146.
[8]Wang guangbin，Zhang，shilu（王光斌，张世禄）.从《爱弥儿》探究自然主义教育对现代教育的启示[J].考试周刊，2009（49）：33-34.
[9]Wang，xin（王鑫）.从《爱弥儿》看卢梭的自然主义教育思想[J].新课程研究，2011（213）：10-13.
[10]Zhang，dezhen（张德真）.儿童到底需要什么样的教育[J].当代教育理论与实践，2011（11）：1-3.
[11]Dewey，John.Logic：The Theory of Inquiry.New York，1938.
[12]Dewey，John.“Philosophy and Education.”The Latter Works of John Dewey5，1930：289-298.
[13]Kimall.A History of the Idea of Liberal Education.New York，1995.
[14]Miller，C Marjorie.“A Meditation On Education in Honour of Dewey’s One Jundred and Fiftieth Birthday Celebrated in the Land of Kongzi.”China Academic journal Electronic Publishing House，2015.
[15]Rousseau，Jean Jacques.“Emile or On Education.” Trans Allan Bloom.New York Basic Books，1979.
作者簡介
刘冰（1977—），女，汉，天津，对外经济贸易大学英语学院在职人员高级课程研修班学员，本科，英语语言文化。
Review
1 Moral education in Rousseau’s natural education
Rousseau prefers children’s nature，which can be read in his masterpiece Emile.His educational theory，including freedom reason and goodness factors requires the full development of children’s personality，not social effects.Therefore Rousseau attaches much importance to the protection of children’s pure human nature in the education，which is followed by many later educators.Also，it is the biggest contribution that Rousseau gives to the education not only in the past time but in nowadays.
1.1 Significance of moral education
Rousseau’s idea of “Back to Nature” asks for the return of freedom to children and this is also the core controversial point in Rousseau’s education theory.Wang xin（2011）has points out that in fact Rousseau has already realized the most important feature of human，that is，humanity can be improved by human themselves.As long as we give a child enough time and space，they will grow up into a full man.However，this self-development will go two directions——one is leading to human’s destruction of itself and the other is saving humans themselves.Since Rousseau’s masterpiece Emile was published，it has been regarded as the right way to save humanity，which will save the whole human in the end.In Emile Rousseau has already provided the solution to save human beings.Rousseau tells us that we should make good and evil in our moral code balance，and only education can resist the evil of the society.That is，only moral education can change the humanity and can save the soul of human.However，Qujingdong（2009）has found that Rousseau reminds that the real moral education may not be founded only by imitating or learning some existing knowledge，because children may not have the right or suitable learning environment sometimes，which would lead to the wrong or lopsided view.Therefore in order to avoid children’s entry to the complex social life too earlier and form the wrong values，we must set up a “fence” around to protect them，that is，we should put children into a reliable and natural environment，like home or school，to develop their personality safely and freely. 1.2 Aim of moral education
In Rousseau’s education system，moral education is the final goal of education.According to Rousseau，everything is good as it leaves the hands of the Author of things，but everything changes in the hands of humans’.Therefore，all that we are lack of when we are born and all that we are seeking for when we grow up is the truth of education.For this education，its resources must come to us from the nature or from human itself.Rousseau believes that only in the natural environment can children get close to the nature so that they will be brought up with their goodness of the nature，which is the key to humanity.The heart of the natural education theory is that we must follow the demand of the real nature and the human nature.However，Zhan dezhen（2011）has showed that although Rousseau’s natural education goes well with children’s human nature;children won’t develop fully if they won’t be set in the social environment.Because of lack of basis of educational practice and scientific theories，Rousseau idealizes his view of children’s nature in education and over-stated the role of children’s nature in education may lead to a wrong direction.Rousseau even believes if a child grows up with the ability of judgment in everything，there’s no need for him to be educated，which is quite different from the theories of other educators.Therefore，when we want to give children the right education to help them grow fully，we should put our children in a selected social environment and give them a general moral education，which may be a secure method to develop children’s personalities.
1.3 Methods of moral education
Rousseau believes that the feudal culture and conventional education can only restrict the development and creativity of children.Rousseau respects the nature，pays attention to people’s emotion and agrees on the balance between the nature and the human.From all the points of his view，Rousseau criticizes the existing educational system，and proposes the nature education，so his educational masterpiece Emile is a challenge to the feudal culture at his times.In the book，Rousseau describes that we are all born with inherently good characters but we will be corrupted by the evils of society which we live in，so we should move out and live in an environment without those evils.Rousseau advocates that children should be allowed to learn how to become a good man from the nature.Also children should be educated in his natural way without any obstruction from the social surroundings.Rousseau even points out that nothing should be taught to children if they are capable of understanding the world.Therefore，children’s individuality should be respected and protected.At the same time，we must be aware that children should be taught individually，because every child is a unique and special individual.Besides，Children should also be taught differently according to their ages，genders，cultures and family backgrounds. In Rousseau’s book Emil，on the one hand，he argues that the education should respect the natural instincts of children and children should be educated by following their own senses.On the other hand，Rousseau emphasizes that the noblest aim of education is to make a child become a reasoning and logical man.He also expects that the final goal of the education is to make a man full of more humanization.Rousseau advocates that the most effective way of educating children should be to let them learn right and wrong through experiencing the consequences of their own acts rather than through physical punishment，which is known as “discovery learning” today.Therefore，Rousseau believes that children should be taught by themselves in the natural environment，and children should also be educated by themselves through their own experiences，which can make them become a true man and a noble-hearted man.Children are able to improve their personalities and become more cultivated through the certain moral education.
2 Moral Education in Dewey’s progressive education
Two hundred years later after Rousseau’s age，John Dewey who is a pragmatic philosopher following Rousseau’s step continues to search for the suitablemethods of education for our children.He firmly believes that children can develop well in an environment where they are allowed to experience and interact with the various social curriculums，which is quite different with Rousseau’s natural education.
2.1 Significance of moral education
Dewey’s progressive education has been wildly studied both in western and eastern world since his pragmatic education theory formed.According to Dewey，education is only a process to help children realize their full potential and solve the problems independently，and all that children do will be the feedback of moral education.Tu shiwan（2012）has summarized the research of Dewey’s education theory in different aspects.He thinks Dewey’s education theory takes a great place in education world，and he sings highly of Dewey’s progressive education in the practice of education.Marjorie C.Mill（2016）once again confirms that for Dewey，he believes that education is always moral education，which is the only process that enables the individual to develop into a real person，a good person and a useful person;it is also the process that enables the individual to become a completely participating member of the certain community or society in this process;it is also the right process where children have to struggle to solve the problems by themselves through their own direct experiences;and it is also the process，through which children can get the best education. 2.2 Aim of moral education
Dewey（1930）claimed himself that moral education should refer to both the effect of education and the product of education.His pragmatic educational philosophy has been influencing education all over the world till now.For him，education is as important to social life as nutrition is important to physiological life.Dewey argues that education and learning are actually interactive processes，and thus the school itself is a social platform through which children can be promoted and social reform can take place.Dewey also regards education as a growth and a life，for Children who are born in a certain community are expected to become part of the larger society later.On the other hand，the nature of the individual will depend on the way that he was brought up in his early age.According to Dewey education is very important for the social continuity of life.Therefore，society or school should give the right guidance and direction to young children in order that they will develop to be more responsible for the society and themselves.
2.3 Method of moral education
Dewey（1938）believes that all educational process should be carried out by the participation of the individual in the social consciousness of humanity.This process begins unconsciously almost at birth，and is continually shaping children’s habits，training their ideas，and arousing their feelings and emotions through the whole life.By this unconscious education，children gradually come to share some moral resources which humanity has succeeded in forming together.Song pengyun（2012）has analyzed Dewey’s moral education and shown that Dewey focuses on two aspects of it.One is the approach to moral education and the other is the result of moral education.For Dewey，education is about more education——it is about continues growth，which ends only in death;it is also about how to live better，which is the final aim of living.Therefore，children should be educated to be the right person to suit the society，and they should also be guided to acknowledge the basic silks to live in the society.These are the tasks that teachers，schools or communities should take.Dewey’s vision of education also demands that learning and practicing should be in progress together，for they are closely related.And he firmly believes that practicing provokes and requires learning which is meaningful and necessary in continually doing all the things.
According to Dewey’s pragmatic education theory，he believes that experiences provide the matrix for learning or experiencing.Experiences can be constructed to develop the learning interests which students already have.Experiences can also be provided to deepen and respond to the learning interests which are created by ordinary activities or ordinary lives.Dewey（1994）notes that preparing children for the future life in the society means to give them command or requirement by themselves.That means to train them on purpose so that they will master the basic skill，and then they will be ready to use all their capacities to live in the society.In addition，Dewey for the first time introduces that moral imagination model into moral education，which marks the highest achievement in Dewey’s philosophy.You zhuran（2009）has pointed out that this model emphasizes the important roles of emotion and imagination in moral perception and moral judgment，as well as importance of linking action and consequence in moral choice.Promoting moral imagination training can not only help promote children’s social practice ability，such as master some basic living skills，which ensures support to children to live a happy life，but helps improve children’s moral characters，such as being caring and considerate，which lends support to building a harmonious society in the end. Dewey confirms that education should be situated in the social surroundings.He clearly sees that children who are born in their home are expected to become part of the society in the end，which is the law of development.Therefore，the society should provide good conditions and right guidance for children in order that children will grow to be responsible and helpful members to their society.In order to help children fully grow up and suit later lives in the society，Dewey goes on to explains that education should suit each student’ personalities，which is known as teaching students in accordance of their aptitude today.We should meet each student’ need，and accommodate every situation in which children are placed.
2.3 Different historical background makes different training objective of moral education.
Rousseau，a French philosopher，is one of the leading thinkers of the 18thcentury Romanticism.Romanticism as a kind of literature spirit is pushed forward greatly in Rousseau’s age.Romanticism in literary theories mostly refers to the ideas of being “free，equal and humane” in the romanticist revolution，which promoted the demand of individuality emancipation and the need of self-expression.For Rousseau，emotional expression comes to the forefront of the education，and nature is not only the major source of self-expression，but also provides the dominant subject matter.Therefore，only in the nature can children make the best of their good nature to promote themselves to a true man.
Dewey lives in the age of the Second Industrial Revolution in which rapid industrial development spreads in Western Europe as well as the United States.It is an age at the great turning of the century，and at the great changes of the country.The United States develops from an agricultural country into an industrial country;the whole society focuses on urban areas instead of rural areas;all the people struggle for more democratic and equal rights.For Dewey，education should also be set in a bigger environment，or a more complex atmosphere.Therefore children’s characteristics can be prompted fully in different aspects，and they can become a right person to suit the society.
Works Cited
[1]Li hongxia（李紅霞）.卢梭教育观中的“自然”解读[J].学术论坛，2009（5）：45-48.
[2]Qu jingdong（渠敬东）.卢梭对现代教育传统的奠基[J].北京大学教育评论，2009（3）：3-15.
[3]Ren juan（任娟）.卢梭“天赋自然生长论”与杜威“教育既既生长论”之比较[J].教育理论探索，2012（4）：3-4.
[4]Song pengyun（宋鹏云）.论杜威的德育思想[J].河北学刊，2012（5）：251-254.
[5]Tu shiwan（涂诗万）.美国近二十年杜威教育思想研究新进展[J].教育学报，2012（2）：100-112. [6]You zhurang（游柱然）.论杜威的道德想像模式及其对现实的启示[J].湖南师范大学社会科学学报，2009（1）：44-47.
[7]Wan chengye（万承业）.杜威与卢梭的儿童教育观之比较[J].基础教育，2013（03）：114-146.
[8]Wang guangbin，Zhang，shilu（王光斌，张世禄）.从《爱弥儿》探究自然主义教育对现代教育的启示[J].考试周刊，2009（49）：33-34.
[9]Wang，xin（王鑫）.从《爱弥儿》看卢梭的自然主义教育思想[J].新课程研究，2011（213）：10-13.
[10]Zhang，dezhen（张德真）.儿童到底需要什么样的教育[J].当代教育理论与实践，2011（11）：1-3.
[11]Dewey，John.Logic：The Theory of Inquiry.New York，1938.
[12]Dewey，John.“Philosophy and Education.”The Latter Works of John Dewey5，1930：289-298.
[13]Kimall.A History of the Idea of Liberal Education.New York，1995.
[14]Miller，C Marjorie.“A Meditation On Education in Honour of Dewey’s One Jundred and Fiftieth Birthday Celebrated in the Land of Kongzi.”China Academic journal Electronic Publishing House，2015.
[15]Rousseau，Jean Jacques.“Emile or On Education.” Trans Allan Bloom.New York Basic Books，1979.
作者簡介
刘冰（1977—），女，汉，天津，对外经济贸易大学英语学院在职人员高级课程研修班学员，本科，英语语言文化。