| Hermann Giesecke(1932-) is a famous philosopher and educator in contemporary German, because he is the first man who leads conflict theory and critical theory of the social sciences into the field of political education formally, so he has a prominent historical position. His ideology of political education and the philosophy of education had a profound impact on the reform of the political education of the Federal Republic of Germany.After World War â…¡, Political Culture and Political Education in the Federal Republic of Germany has gone through a coevolutionary process. Start from Hermann Giesecke who is an important representative of the German academism, and who's ideology has an important impact to the political education work led by the Government of the Federal Republic of Germany, we can deepen the understanding of the history of the Federal Republic of Germany in World War â…¡ political and educational theory and practice, and we can also deepen the understanding of the interaction and co-evolution process between political culture and political education in the Federal Republic of Germany. This paper uses the following method:materialist dialectics and class analysis of Marxism, documentation, hermeneutics, content analysis, historical analysis, comparative research and so on. Along three main lines who are changing history of political and cultural, academic history of political education, Hermann Giesecke's history of life and ideology, this paper has a research on the Hermann Giesecke's ideology of political education and philosophy of education in different historical periods, in order to reveal the co-evolution process of political culture and political education of the Federal Republic of Germany, grasp the relationship between Hermann Giesecke's ideology of political education and the changing history of political and cultural, academic history of political education after World War II to the1990s in the Federal Republic of Germany, and try to reveal the interaction and mechanism of political culture change and political education transformation in the Federal Republic of Germany. In addition, starting from the theoretical value, to carry out the systematic research of Hermann Giesecke's political educational ideology, we can interpret the theoretical basis of political education in the Federal Republic of Germany, can resolve the academic history of the political education of the Federal Republic of Germany, can analyze the characteristics of school political education programs in the Federal Republic of Germany, can reveal the nature of its ideology, then can compensate for the lack of domestic academic circles Thought, can expand the theoretical results in comparative and Political Education. Starting from the practice value, through the critical research to Hermann Giesecke's political educational ideology, we can be traced back to political education process of practice of the Federal Republic of Germany in the1950s to the1990s in order to bring useful ideas for China's ideological and political education theory and practice.In order to achieve the above purpose and significance, this paper is divided into six chapters in addition to preface, and the main content is as follows:The first chapter is on the emergence and development of Hermann Giesecke's life and ideology. Germany's traditional and conservative political and socio-cultural has characteristics: could do nothing when face the conflict, people remain indifferent and alienation to political, national central authority is first, these factors also bring a lot of impact on political and cultural development to the new-born Federal Republic of Germany after World War â…¡, conservative characteristics of political culture and political education is still very significant in1950s to1960s. Hermann Giesecke's learning career was in this period, in the1960s, he absorbed Friedrich Oetinger's core idea of "expanding citizens' political participation "in cooperation theory of political education, he brought Dahrendorf s theory of social conflict into the field of political education, and first created the conflict theory of political education which carry "conflict analysis" as the main features, and training students to analyze and the ability to participate as the purpose. In the1970s, after the baptism of the student movement and Habermas' ideology of "rational criticism", Hermann Giesecke enriched and improved his political and educational theory, proposed the critical theory of the political education which is based on criticism and social change, aims to develop an independent, reflective, liberated and mature learners. In the1980s, Germany changed from the traditional authority society to the consumer and leisure society, educational academic was impacted by the Postmodernism, Hermann Giesecke proposed the "End of education" argument boldly. Hermann Giesecke's ideological shift of political education and educational philosophy in different periods is a response to the social, political and cultural issues in the change process of the Federal Republic of Germany's political culture.The second chapter is on Hermann Giesecke's educational ideological basic concepts of depth Discrimination. Education, maturity, learning, parenting and liberation occupier a pivotal position in Hermann Giesecke's entire system of political education and philosophy of education. According to Hermann Giesecke's thought, education is the complex aggregates in the field of "History-Social-Life", education is a basic fact that human access to knowledge, solve problems, promote historical and cultural development, education is the cultural transmission that ruling group maintain the continuation of the power relations, education is the term media that the general public lives communication. The fundamental purpose of education is to contribute to the maturity of the individual, that education is a process of democratization that continuing to discover and reveal the gap between civic education and mature individual education. To achieve this process, we need to "liberate learning", liberation is the goal of political and pedagogical been striving by different means at the same time. In other words, liberation is a learning process while maturity is achieved through the liberation of the dynamic step-by-step. Hermann Giesecke's political and educational ideology is expanded around education, maturity and liberation, and his educational philosophy is built around learning and correctional launched, we need a deep understanding of these basic concepts and their relations to interpret Hermann Giesecke's ideological and theoretical value.The third chapter is on Hermann Giesecke's conflict theory of political education. In the1960s, the process of democratization makes people to enhance the interest in political participation, to further deepening of reflection on history, especially the "rebellious generation" growing up after World War â…¡, increasingly dissatisfied with the negative attitude of the parents' behavior during World War â…¡ and post-war treatment period of history, this raises serious intergenerational conflict, and this conflict is gradually extends from the family to the community. The subsequent arrival capitalist economic crisis has worsened the social, economic and cultural level of conflict. The political education of the Federal Republic of Germany is facing an unprecedented crisis, that how to solve social conflicts commonly, and how to guide people to a lawful, orderly, rational participation in national political life. In1965, according to Hermann Giesecke's idea, the way to solve the current political educational crisis is to take "expanding political participation "as the goal of political education. Under the guidance of this awareness, Hermann Giesecke introduced the teaching method of political education which promotes students' political participation combined with the knowledge and skills training through the conflict analysis. In this teaching method, Hermann Giesecke have given the design ideas of the political education teaching and division of the teaching stage, he also divided content or process of political education into four associated progressive level:the level of educational knowledge, the level of orientation knowledge, the level of political behavior, the level of action knowledge. After students mastered the basics of the above four levels, their discussion of personal and social conflict can not be divorced from the11specified areas in order to protect the students under the premise of the "order" to carry out conflict analysis, to train independent participation in political life and the ability to make a political judgment. Hermann Giesecke's conflict theory of political education was born in the late1960s, and it is a major theory which was created in the context of a comprehensive critical and amendment of structural functionalism by Western social conflict theory, combined with the German social reality and on the basis of the inheritance and innovation of traditional political and educational theory.The fourth chapter is on Hermann Giesecke's critical theory of political education. In1967, the student movement reached its climax. Students see "anti-authority, anti-oppression, the pursuit of critical and liberation" as the main purpose of the movement, critical pedagogy has been greatly developed. This had a positive impact to the political education at that time:The concept of conflict is widespread, interests of vulnerable groups is attracting attention, people pay particular attention to the dominant position of students and human liberation, people began to pay attention to the significance of the political education to individual development, and so on. The change of political education touched Hermann Giesecke deep inside, he absorbed Habermas' critical political concept, he adjusted the method of the conflict political education teaching, he tried to limit the over-politicization of education, and stressed that political education whose purpose is liberation must also take into account the criticism and reflection. In1972, Hermann Giesecke launched the critical theory of the political education which is starting from "Basic Law", he took "joint decision" as the highest goal of political education, students have done the following training in order to reach a "joint decision":Combined with basic knowledge to carry out conflict analysis, the overall training of the social system, historical awareness training, counseling and communication skills training, training of practical action. At the same time, Hermann Giesecke joined the consciousness of fighting for the rights for vulnerable groups, He believed that the political educational purpose is to develop the political consciousness of the students' self-perception, judgment and action within the space allowed by the Constitution, and can take practical action to make social change the direction of liberation. Hermann Giesecke hoped that the social changes brought about the liberation of personality, he tried to distinguish and try again to connect the political liberation and the liberation of education. In his view, the premise of the implementation of political education is to liberate, and the direction of development of political education is also to liberate.The fifth chapter is on Hermann Giesecke's changes in the ideology of political education and "The End of Education". In the mid-1980s, post-modern features of German society for leisure and consumption is significant, Germany's educational and academic is impacted by the impact of Postmodernism, the contradiction between the normative of educational goals and placed great emphasis on individuality and difference in educational practice is increasingly prominent. To this end, the academic community has initiated discussions. At this time, he also noted that problem, he was the first detailed to express his own ideas into the form of a monograph. In1985, he published the book "The End of Education" and made a point of "The Education is end". In his view, the essence of "the End of Education" is the end of the traditional educational relationships, that the end of the traditional education. Since the beginning, Hermann Giesecke's interest transferred to general education from political education, he no longer adhere to the position of social change through political behavior, and fixed the critical theory of the political education to the1970s, he focused on "self-identity" problem in education. He explained "The End of Education" specifically by "the passage of the future, social education, Education becomes a society science, the digestion of the relationships between the generations", and gave the way to solve the traditional educational relationship termination:replace education with mold.The sixth chapter is re-cognition of Hermann Giesecke's educational ideology, the content of this chapter is as follows:Hermann Giesecke's theory characteristics and style of ideology, the revelation of his ideology, dialectical critique and learning of his educational ideology. The author believes that, not only he is a Western bourgeois political educator, He is an era of political educators, but also he is a German native of political educators. These characteristics determine Hermann Giesecke's ideology with a sharp ideological characteristic (class characteristic), times characteristic and local characteristic, these three characteristics are unified Germany's national conditions:Germany is a Western capitalist country which goes modern "characteristics of the path of development". His conflict theory of the political education, critical theory of the political education and "the End of Education" contains a critical edge, they are the analysis to the cause of the problem, exploration of the way to solve when political education and education is facing difficulties, crisis situations at specific period of time in Germany, they also reflect Hermann Giesecke as a bourgeois, era, national outstanding education representative's features and limitations. Throughout the course of development of Hermann Giesecke's political educational ideology and philosophy of education for nearly half a century, combined with the research to changes and transformation of contemporary German political culture and political education, We are able to get a lot of inspiration in the cognitive and conceptual, such as Federal Republic of Germany attaches great importance to the construction of the political and educational theory and practice system, the innovation of political and educational theory and practice must pay attention to their value and the integration and practice of the multidisciplinary knowledge, the fundamental purpose of political education in the Federal Republic of Germany based on the Basic Law is to solve the problem of "political legitimacy". In addition, Hermann Giesecke's teaching method in the conflict theory of political education is able to give some reference to China's ideological and political education teaching.
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