Education Practice In The Perspective Of Philosophical Pragmatics

Pragmatics is a new study that has sprung up since the seventies and eighties in the 20th century. Its rise and development started a philosophical revolution that makes the philosophy of today with the characteristics of pragmatics invariably. As a study field of pragmatics, philosophical pragmatics rose under the influence of Anglo-American philosophy and Continental philosophy. It takes speech act or discourse as its study objects. In understanding the meaning of discourse, it emphasizes on social context and the intention of speakers, pays attention to the communication function of language, hopes to reach comprehension and consensus through dialogues and exchanges. Philosophical pragmatics constitutes the basic platform of current thinking and also provides the pedagogical study with a brand-new theoretical base and effective study methods. Therefore, based on the thought of philosophical pragmatics, this study attempts to reflect on the dilemmas and problems in the practice of our education, explore effective ways in solving difficult problems of education in using analytic method of pragmatics, in order to promote the development of education practice and reform successfully.Firstly, this study pursues the historical background, developing process, study objects and main contents of pragmatics and philosophical pragmatics systematically, and further analyzes representative pragmatic thoughts, including the pragmatic thought of Wittgenstein, speech act theory, the pragmatic thought of philosophical hermeneutics, Habermas's universal pragmatics and Apel's transcendental pragmatics. These theoretical achievements provide us a new study platform and perspective in rethinking education problems. From the perspective of philosophical pragmatics, education practice has linguistic characteristic. The expressing and understanding of discourse meaning runs through the whole process of education all the time. The validity of linguistic communication always influence the development of education activities. To review education practice from this new perspective, we need to achieve transformations from three dimensions:from the aspect of theoretical basis, we need to transform the thought model from the dichotomy between the subject and the object to the inter-subjectivity, and review education problems on the basis of inter-subjectivity; from the aspect of education subjects, we need to transform single subject to multi-subjects, and construct ideal education community in the situation of linguistic communication; from the aspect of study methods and strategies, we need to transform our study methods from physical science and syntactic-semantic analysis to pragmatic understanding and dialogue strategy, innovate the theories in using the innovations in methods, in order to develop the education practice.On the basis of dimension transformations, this study reviews some important fields of education practice, analyzes some problems in these fields in using the theories and methods of philosophical pragmatics, and advances some alternative ways to solving these problems. In terms of teaching concepts, the traditional teaching was concerned about physical science knowledge too much. As a result, some kind of single intellectualized teaching model was formed. From the perspective of philosophical pragmatics, truths and knowledge are no longer absolutely right or unassailable, but opening, developing and updating. The teaching process is not only a cognitive process for those being educated to achieve knowledge, but also an understanding process for the education subjects to gnosis the meaning of life. Education is indeed the inter-subjective communicative activity which regards language as its medium. This communicative activity is characterized by understanding and dialogue. The advance of mutual education theory deepens our cognition of teaching nature and helps to solve the problems caused by intellectualized teaching model. In respect to the relationship among education subjects, because we regard the education practice as communicative activity, the relationship between educators and those being educated is a kind of communication between equal subjects. In school education, the communication between teachers and students takes language as their medium. During this linguistic communication, we need to follow some common regulations, such as speaking understandably and distinctly, sincerity, expressing truthfully, acting correctly and normally. In addition, making use of pragmatic strategies properly can help us construct and keep good relationships between teachers and students. From the perspective of pedagogy discourse, this study analyzes the situation and characteristics of our country's pedagogy discourse, interprets the expressing propriety of discourse and its relation with education practice, and then proposes some primary thoughts for the perfecting of pedagogy discourse system and ideal education speech situation.Based on the position and view of Marxist philosophy, this study applies pragmatic thought to the education research and explores the current education practice of our country from the perspective of philosophical pragmatics. This is an innovative attempt at education study, which is only a new beginning and needs more exploration. We believe that we can provide more possible room for education study in this direction.