Abstract:

Critical pedagogy theorists generally have strong moral emotions, which provides “moral foundation” and “emotional power” for critical education research. In the face of oppressive phenomena such as educational injustice, structural domination and cultural hegemony, critical pedagogy theorists gradually form a genealogy of moral emotions including sympathy, hope, anger and courage. At the same time, their moral emotions show a state of blending. The moral emotion of critical pedagogy theorists originates from the change of value stance. Critical pedagogy theorists have experienced the conceptual transformation from “economic determinism” to “ethical orientation”, the action generation from “the position of the oppressed” to “political practice”, and the breakthrough of subjectivity from “elite culture” to “mass culture”. They gradually formed an economic, political and cultural stance with a moral emotional undertone. The critical pedagogy theorists, empowered by moral emotion, cultivate the emotional community and bridge the cultural gap between “social classes”; the public spirit, and cross the “education boundary” to shape the “public space”; pursue “the liberation of subjectivity” and guard against the generalization of technical rationality in the age of digital intelligence, and constantly explore the practical approach of critical education research.

Key words: critical pedagogy theorists, moral emotions, theoretical genealogy, value stance