Arete and norm , moral norms and disordered moral , " norm world " and " meaning world " , these three pairs of concepts will also be expounded theoretically in this part 在此基础上，笔者对德性与规范、道德规范与道德失范、 “规范世界”与“意义世界”三对概念作了理论澄清式的阐释。
3.
Confucian thinkers designed a different kind of education , which was in fact a basic part of their positive attempt to change the society with the moral energy of the gentleman who had developed pure arete and noble character . while there was no room for confucian critical education and practice in real life , the confucian gentleman was rather lonely with setbacks in political and educational issues 由儒学大师倡导、开展的道德教育是其“圣王”追求的积极实践的一部分，执教者及自我教育者希望培养德性纯粹、人格高尚因而具有变革混乱现实的道德力量的君子人格；这种极具批判精神的教育在现实社会中举步维艰，儒家君子政治、教育实践中屡遭挫败的人生际遇可以“孤独”二字概括。
4.
The confucian thinkers held that morality could rebuild the world , provided a society - reformation program which relied on the arete of gentlemen and the prince to found the ideal country and liberated life in the sense of morality , and here , moral education came to be of great importance in this process 第一部分首先对深刻影响中国德育的历史与现实进程的儒家德育思想进行简要梳理，并依据唯物史观，分析了儒家道德救世思路的空想性、儒家道德理想社会与道德人生的历史局限性及儒家思想体系本身的矛盾与困难。
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