Towards A "situation" And "problem"

Society of the U.S. and the U.K. has transformed quietly since at the end of the 1970s and at the beginning of the 1980s. The "transforming" society, with the characteristics of the application of knowledge and information in the commerce, industry, daily-life, policy-making and agriculture and etc., has caused the changes in all walks of the society.For example, the U.S. and the U.K. governments have adopted the policy of "deregulation", that is, unlocking the market and reducing the government. The hi-technology has changed with each passing day and the knowledge economy has appeared initially. And the reflection of the anthropocentrism due to the deterioration of environment urged the idea of the sustainable development putting forward to. In this background, the education reforms which have been carried out since the 1980s in the U.S. and the U.K. has emerged the new features, that is, these education reforms are for the economic status in the world competition and for the politicians' winning the reputations.In my belief, under this "transforming" background, the arena of Philosophy of Education in the U.S. and the U.K. has come out the new trends, and the research of Philosophy of Education situated in the "transforming" society has developed on the foundation of the previous studies.On my opinion, Philosophy of Education is the research that establishes the relationship between philosophy and education, thus, in my part, the research of Philosophy of Education studies problems appeared or existed in the world of education by adopting philosophy's ideas and methods or from the perspective of philosophy. Up to now, there have two forms of this relationship, that is, "a pro-education" with the characteristics ,of the education-centered, and "a pro-philosophy", the philosophy-centered. Therefore, in the history, the development of Philosophy of Education in U.S. and U.K. could be divided three phrases: the period of "-isms" during the 1930s-1950s, the period of "analysis" during the 1960s-1970s, and the period of "situation" since the 1980s to now.Since the 1980s, the relationship between philosophy and education is established by a media of "situation", instead of looking for the relationship from philosophy. Philosophy of Education has appeared the shifts via this relationship, such as the shift from unification to multiplication, the shift from the closed research to the open, and the shift from the academic to practice. In the educational situation, the study of Philosophy of Education has the significance and value. The other new trend for Philosophy of Education is centered on the educational- problem-based research, in another word, Philosophy of Education has studied the diverse educational problems from the various perspectives and methods of philosophy. The last trend is the changes of philosophers of education.The inadequacies of Philosophy of Education in China are "after the pattern of philosopy"and "overlapping with education theories". Considering the Chinese social environment and the new trends of Philosophy of Education in the U.S. and the U.K, I think the possible ways for the development of the Chinese Philosophy of Education lie in the bellows: re-establishing the status of Philosophy of Education in the areas of philosophy and education, distinguishing Philosophy of Education from Education Theory, making the problem-based study, changing the ways of the cultivation of philosophers of education and enforcing the function of Philosophy of Education Society in China.