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Caroline Glöckner

Ostasienwissenschaft/Sinologie
Ruhr-Universität Bochum

Ethikkonzeptionen in der VR China: Moralpädagogische Erziehung in Schule und Hochschule

Caroline Glöckner studierte Sinologie, Zeitgeschichte und Allgemeine und Vergleichende Literaturwissenschaften an der Eberhard-Karls-Universität in Tübingen, an der Universität Xiamen und an der Universität Genf. Magisterarbeit zum Thema: „Wahrnehmungen der ‚Großen Proletarischen Kulturrevolution’ in französischen Reiseberichten und autobiographischen Zeugnissen“. Promotion an der Ruhr-Universität Bochum und Stipendiatin im Graduiertenkolleg des Humanismus-Projektes seit August 2006.

Dissertation

Various Conceptions of Ethics in the People`s Republic of China:
Moral Education at Primary and Secondary Schools and in Higher Education
(Betreut von Prof. Dr. Heiner Roetz, Ruhr-Universität Bochum)

This research project will analyze several conceptions of ethics that prevail in China's schools, in the approaches of China's educational scientists, and in the formation of China's teachers. I will survey recent developments and changes to these concepts. To learn more about the changing perceptions of human nature that underlie moral education in China, I will focus on the following fields of analysis:
1. A general introduction: educational sciences and everyday schooling in the PRC and the curriculum reform of 2002 and its effects at primary and secondary schools and in higher education.
2. An overview of the current state of research.
3. Definition of the term "moral education".
4. The educational discussion: contemporary theories and potential changes advocated among scholars.
5. Analysis of textbooks for the subject of moral education.
6. Changes and continuities in school life and at a normal university: new teaching methods for the subject of moral education and extracurricular activities.
From point 3. to 6. discourse analysis will be used as the method for examining how different discourse types have interacted since the last curriculum reform. Critical discourse analysis is a contemporary approach to the study of language and discourses in social institutions. It answers the question of how social relations, identity, knowledge, and power are constructed through written and spoken texts in communities, schools, and classrooms.
My hypothesis anticipates the discovery of humanistic ideas in the literature of moral education by analyzing the different discourse types. The role of Confucianism is of special interest as it can be used for a culture-based program as well as for a global definition of humanism. Confucianism states that moral education is possible and necessary, and that it is a central part – if not the central part – of education.
In its conclusion, the dissertation will provide insight into the contemporary development of moral education and ethics in China, which are of great significance for Chinese society. Educators are employing dynamic approaches to moral education in the PRC. My thesis will detail and examine which new approaches have developed in moral education. Moreover, the thesis will show that the PRC is not a monolithic block as often perceived in the "West". There are changes and different viewpoints concerning moral education.