Study on the Contents of Understanding Humanity in Secondary School Ethics Curriculum

Abstract

This Study aims to analyze the content of understanding human in Secondary School ethics Curriculum and propose ways to improve it. To achieve this, the study reviewed discussions on Eastern and Western theories and moral education, demonstrating a balanced perspective on the nature of humanity. Upon analyzing the secondary school ethics Curriculum, the results showed a lack of description regarding the essential concept of reason and a tendency to instill an anthropocentric thinking that emphasizes human characteristics. Secondly, there is a insufficient description of Xingshan Theory and Xinge Theory within the societal context, with a disproportionate emphasis on Hobbes' theory over Rousseau's theory that advocating Xingshan Theory. Thirdly, the description of human rights appears abstract and arbitrary, with limited content addressing social rights as universal rights. Based on the analysis, to improve the content of human understanding in secondary school ethics curriculum, firstly, it is necessary to connect the essential concept of reason to the pursuit of ethical life and emphasize the importance of the interaction between humans and the environment as part of the ecological context. This involves describing reason and emotion in a balanced manner concerning ethical behavior. Secondly, it is necessary to address Xingshan Theory and Xinge Theory within the context of societal institutions. Thirdly, expending and addressing human rights issues from the perspective of freedom rights and social rights are imperative.