Education Modernity, Rationality,

Educational modernity is a concept which depicts the modern education, It is also a kind of cultural value and a prescription of thinking manner which mainly characters reflective critic. It is connected with educational modernization , and they are not the same thing. Educational modernity assume to individual-centered, which is different from educational pre-modernity adopted the social-centered. Its main tropism is reason, Individual subject nature or individual liberty . In the article, Individual subject nature is referred to consciousness, independence, single, self-discipline, positive, self-determination, selectivity, transcendence of individual. Its precondition is self-consciousness. And only by the premise, an individual can get its subject nature. Only after an individual come into being his self-consciousness, its individual subject nature can engender.Educational rationality and its reason are closely connected, and the anterior is changing with the latter. Objective reason or outer authority is considered as the rationality base of educational pre-modernity. Although the trend is evidence in the education of ancient Greece and middle-ages of the western world, the subjective tendency of objective reason is fairly nakedness. After Revival of learning, Religious Reformation and Enlightenment movement in the Western world, the base of educational rationality has shifted from objective reason to subjective reason. During the transfer process, the reason, the individual subjective nature, or the individual liberty have been formed, and have been sound established. It has become the universal educational faith to culture the new individual which has the reason and liberty. At the same time, science has been attached importance in education. Kant is the most important and greatest thinker in educational modernity. His thinking enlightenment in educational modernity made the education apart from education pre-modernity, based the whole foundation of individual subject nature of educational modernity in ideology, made the view of knowledge of educational modernity established, and made the thought of science experiment in education embedded.However, Educational rationalization and its reason gave birth to the crisis. And educational modernity has promoted the development of individual subject nature, and work the effect of anti-subject nature. So its development is a paradox. The structure of the paradox can be understand from these ways, such as the conflict of educational reason and the educational whole spirit, the tool's rationality and the value rationality, objective effect and subjective effect, the trend of production and the trend of possession of subjective, to be subject and to be subjected, personality and average, reason and sensibility. Because of the reason's exclusion, abruption, control, non- creativity and no criticism, educational modernity leads to its paradox. The crisis can analyses from the perspective of meta-theory of rationality. Rationality is a evaluation conception, its essential prescription has the criterion, logic identity, relativity, social history, specification, reason, practical rationality and the degree of rationality. From the degree of rationality, the educational modernity has partial rationality. From the history, logic identity , reason and practice of rationality, educational modernity has rationality. But the absolution and subjectivity of reason have not made reason as the educational modernity's rationality warrant. It is impossible to make the reason as a tool to define the rationality of educational modernity.Because of reason overstep or its authority, education produced the contradiction of the frame within education. This is one of the main issues which the western contemporary education arefaced with. Unlike the western world, Chinese educational modernity is faced to its special history situation. Although the idea of the universal educational modernity has been introduced for a long time, the complex of nationalism-centered made the development of educationa...