ABSTRACT
However, with the rapid development of science and technology as well as the formation of a multicultural, the U.S. gradually lowered its attention to moral education, and the emphasis on humanity and moral disciplines gave way to a stress on science and practical disciplines: teachers became increasingly absorbed in a narrow scope of professional activities and refused to solve the broad moral issue any longer; school moral education witnessed a popularity of the educational methods of behaviorism, that is to educate students to abide by code of ethics, so as to maintain the social stability. Instead of taking into account the fact whether students will internalize the teaching, schools began to establish practicebased course system. At the end of the 19th century, moral philosophy courses in universities started to give way to the disciplines such as ethics, psychology, sociology and politics. And American moral education transformed from classroom instilling to broad penetrating education characterized by a trinity of family, school and society. At that time, American moral education stressed on individual growth and combat compulsory education.
