Moral education is a learning experience by taking part in life. It is the faith of Dewey who proposed education is life itself. He criticized it was wrong and useless in traditional education system which defined moral education as a subject and infused the moral knowledge into students. This article will review the curriculums and teaching in the Laboratory School of the University of Chicago established by Dewey from the point of view of educational history. The author tries to explore the ideas of Dewey’s moral education and achievements of practice in the laboratory school. There are three major parts in this article, including the moral ideas and practice in laboratory school, Dewey’s criticism of moral education in traditional schools, and the real value of moral practice curriculum in the laboratory school in education history. The author hopes this article will provide readers to know the ideas of ‘learning by doing’ about moral practice education. And finally, the author would like to illustrate the viewpoint of moral education in the laboratory school and share thoughts about how to carry out moral education by practicable curriculums and teaching to educators who are concerned with moral education in school.
Keywords: John Dewey, moral practice curriculum, the Laboratory School of the University of Chicago
A Study on Dewey’s Moral Practice Curriculum in the Laboratory School of the University of Chicago
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