Conceal And Reveal

School education is a kind of educational activity with purpose, aim and organization. The three characters are the reasons why school education is superior to other education forms and also the cause for cultural "concealment" of school education. Therefore, the thesis introspects systematically school education culture's own contradiction and negative cultural effects it may bring from three aspects- school education's purpose, school education's plan, and school education's organization.Although the current school education ideal hopes to cultivate free and versatile students, it shows the character "predesigning" on the description of the ideal and on the procedure to realize it. This "faith culture" has caused the shortage in school's autonomous design and thus restricts a person's development by limiting a person's autonomy and practice- the fundamental way for a person's development. The practical value target of school education pursues too much the value of science and culture, which can be reflected from the fact that it lays too much emphasis on efficiency and order. Science and culture puts emphasis on judgment of facts and when this criterion based on "facts" affects school education, it causes the neglect of "persons" and indifference towards students' subjective initiative, thus making the students lose their freedom in both thought and behavior; science and culture sing highly of rationality while neglects one's feeling and value concept; science and culture emphasize objective criteria and depress one's personality. Therefore, school education in fact unconsciously ignores and greatly simplifies the richness of human.The cultural boundary of school education is limited and fixed, which is the precondition for cultural choice and cultural transmission of school education. In cultural choice, it shows the character of single culture, pure culture and mainstream culture, which can not reflect the variety of culture, thus making the students lose some opportunity to gain other cultural value. In cultural transmission, it adopts the ways of schematic operation, hypo-individualization, and controllingconsumers' psychology and develops cultural industry of school education-- forcing thestudents to have cultural approval under standard and forced culture under which has the students' potentiality is unable to be exploited.By cultural restriction, school education has become purified and simplified environment, thus developing a school education culture with special character, which can also be called pure culture. In order to keep its cultural character, schools do not integrate with the social culture and students' individual culture that are mainly considered by schools as bad (of course in a relative sense). As socialized persons, the students will feel puzzled when there is cultural conflict between the pure culture of school education and the complicated culture of society and they have to live in these two contradictory cultures, thus they may develop a kind of positive marginal personality or negative marginal personality, the latter of which is mainly expressed as the difficulty in moral, interpersonal, and the whole socialization adjustment .The cultural restrict of school education is the combination of pure culture and forced culture. When there is conflict between student culture and school education culture and the students have to approve of school culture, the social existence of the students (the cultural existence of a person) separates from the natural existence and autonomous existence, thus forming a kind of "split" personality, which is mainly shown as ruptured thinking, suppressed mood and hidden feeling.As for how to increase school education's internal power, the thesis tries to "reveal" from three levels- cultural concept, cultural means and cultural system..Convert concept, questioning the single belief that" school education is good" and discussing dialectically the significance of converting from mainstream culture, standard culture, pure culture, single culture...