Abstract: The embodiment in moral education or embodied moral education deems it a moral-education paradigm of the interaction between the body and mind of the subject of moral education.The paradigm characterizes the situational,introspective and practical quality among many others.The introduction of the notion of the embodied moral education is supposed to be the introspection of the traditional disembodied moral education,which occurs within the contemporary western education scene.The traditional Confucian moral education of China attaches great importance to the ideas of “unity of body and mind” and “unity of knowledge and action”.These notions reveal striking features of embodied moral education,and at the same time,a harmonious orientation towards the unity of virtue and good luck find its way in the theoretical connotation characteristic of the practical tendency.Consequently,the Confucian moral education is of apparent embodied quality.As an ontology and the epistemology of monism of the subject and object,the notion of the “unity of nature and humanity” in the traditional Chinese philosophy allows the traditional Chinese to view the body and mind as a unity and highlight the unique value of the body in the process of moral education.Alongside that,the traditional Chinese social structure of the differentiate pattern affords the implementation of the Confucian embodied moral education a natural and effective mechanism of moral assessment.And also,this social structure reinforces the exemplary role of the morality of the squirearchy as core individual on the social group.All these mentioned above work as a forming foundation for the embodied character of the Confucian moral education.The theory and practice of the Confucian embodied moral education is of unquestioned contemporary value.

Key words: embodied moral education, Confucian moral education, contemporary value