Moral, intelligence, physical sense, sociality and aesthetics are main purposes of national education. Schools appropriate moral and affective education to cultivate pupils’ morality and sociality. In the past, five ethic relationships between father and son, king and servants, husband and wife, siblings and friends are the root of Chinese culture. In Zhu Xi’s Confucianism interpretation, he listed these five ethic relationships as essential guidelines of learning, self-cultivation, and interacting with others. Yet, social and ethic relationships now are much more complicated than they were in the past. Social and ethic relationships have diverse identifications. Thus, the education nowadays had no longer emphasis on five relationships or five virtues.
In this paper, I aim to resituate moral education as a means of learning being a human, proper social skills, morality and being a responsible citizen. Also, I redefine affective education as a means of cultivating a full sensed personality. It should include that to manage all senses of feelings, then to develop eclectic emotions, and then to cultivate as a full integrated sentiment. Thus, by emphasizing on students’ social relationships and emotional expression, I propose that the new five ethic relationships below and its core values shall be the research trend of moral and affective education:
‧ First, the ethic relationships within family members, its core values are intimacy, care and dependency.
‧ Second, the ethic relationships within peer groups, its core values are identity, cooperation and thriving.
‧ Third, the ethic relationships between teacher and students, its core values are responsibility, creativity and wisdom.
‧ Fourth, the ethic relationships within employment, its core values are profession, innovation and sustainability.
‧ Fifth, the ethic relationships between individual and society, its core values are inclusion, respect and love.