Abstract

This article is concerned with educational point of view point, try to discussion of virtue ethics and moral education used in the theory and practice-oriented. First, by A. MacIntyre of Aristotle and those of two ancient and modern ethical thinking, inductive effects of traditional and contemporary virtue ethics of science with those of the idea, summed up the traditional and contemporary virtue ethics and characteristics of various ideas, and cited as a concept basis. Second, due to virtue ethics and moral education of the effects of a theoretical features, including: 1. And re-rational, emotional and action dimensions, and a view to achieve unity of knowledge; 2 emphasize freedom and care, and moderation achieve a superior quality all-round; 3 focuses on virtue, emphasizing the wisdom to carry out in practice and habit; 4 emphasizes moral consensus of the social construction of multi-system, is intrinsic good of the show. Furthermore, moral orientation and moral education for the practical part, in addition to introduce the current U.S. implementation of the new moral education campaign and a splendid addition to ideas, and virtues, our implementation of several decades teaching about education reform for whom a change in control, thinking and moral education in order to influence the practice of the relevant factors. Finally, the article mentioned that the inherent moral orientation of the moral education of their characteristics, but also in the theory and practice still has its certain restrictions, so the dynamic development of the educational process is the urgent need for theory and practice of reflection and criticism, the continuous refinement and constantly updated in order to create the depth of thinking and moral education to reflect the diverse perspective. From an educational perspective, this article proceeds and tries to state how virtue ethics is applied on the theoretical and practical dimensions of moral education. Firstly, through exploring the thoughts of two philosophers, Aristotle and A. MacIntyre, we generalize the claims and features of both traditional and contemporary virtue ethics as the doctrinal foundation. Secondly, we explore the theoretical features of character education which are due to the influence of virtue ethics, including: 1. valuing all the rational, emotional, and active dimensions in wishes to achieve the unity of moral knowledge and action; 2.stressing freedom and care as well as achieving a wholesome personality of excellent quality through the middle way; 3.focusing on the process of moral cultivation and highlighting how to develop it in practical wisdom in order to make it a good habit; 4.noting that virtue is a social construct of multiple consensuses as well as the manifestation of inner good. Furthermore, as for the practical dimension of the virtue-oriented moral education, how the new moral educational movement is carried out and becomes an orientation in America is contrasted with how the moral education practiced for decades in our country is about to be changed due to educational innovation, whereby we can contemplate about the factors that influence the practice of moral education. Finally, it is noted in this article, though the virtue-oriented moral education has its own features, there are still certain limits in theory and practice; therefore, such a moral education is a dynamic process and must be modified and renewed through the reflection and criticism in theory and practice so as to develop the profound thoughts about moral education and the vision of multiple reflection