研究生英语教程 郑亚南 第5版4.Explicit ang Implicit Moral Education.docVIP

Unit 4 Explicit and Implicit Moral Education Imagine a guardsman,from the moment he falls in on parade in the morning until the moment the parade is dismissed,every conscious action he makes is predetermined and controlled.If inadvertently he does something that is not in the schedule,such as drop his rifle,he has no cover up the accident by pretending to faint.To do anything other than conform might show originality and inventiveness,but from the point of view of military ethos would be immoral. That is an example if a thorough-going explicit moral system.In it actions are rigidly divided into right ones,permitted ones and non-permitted ones,and everyone involved accepts this without question,and to train a participant in such a system is an explicit matter,and the simplest form of behavior training,provided the learners acknowledge the teacher as an unquestionable authority who knows exactly what moral behavior is. Consider the same guardsman in the evening,in a tavern with a girl.His behavior is not so rigorously controlled,and he has many choices of action,many decisions to make.In that case,all sorts of pressures are influencing his choice of actions.What his peer group does,what is the custom at the moment in that area,what he thinks the girlfriend will accept or expect,maybe the sort of lifestyle he has seen displayed in television plays,the things he has read about in the papers,these are contributing to his decisions.He has not been instructed explicitly,as in the morning,but he has had a much more diffuse implicit training in behaviour,derived from many sources. These,then,are the two forms of education available to those who wish to influence other’s morals-the explicit instruction and the implicit influence of surrounding behaviour.Which do we use with school pupils,or do we perhaps need to make use of each at different times?Above,in describing the morning parade morals of the guardsman,it was pointed out that explicit instruction depen