Shelter And Clarity,

If the transform from the compulsory indoctrination to the intellectual cognition of students could be called the first "revolution of Nicolas Copernicus" in teaching, then the transform from the intellectual cognition to the authentic being of students should be called the second "revolution of Nicolas Copernicus" in teaching. To accomplish the second "revolution of Nicolas Copernicus", it is necessary that the teaching existential-ontology in the more original sense should entirely transcend the teaching epistemology which is in the dominant position at present. As the existential quality of human being, the nature of students is more primal, fundamental and prior than the intellect of students which depends on, comes from and derives from the nature of students. The essence of natural teaching is a particular practice activity in a sense of existential-ontology, because the human character in natural teaching is a kind of practice, and the practice of natural teaching is a kind of human character by a radical vision. The natural teaching has the axiomatic character as a noumenon authenticity , and has the possibility as an unspecific history, and has the totality as a harmony between man and universe, and has the potentiality as a nihility of human being. The natural teaching mediates in the situation from getting rid of the ready-made mode of thinking, and creates a coexistence between unoccupied and occupied in the original connection with the realistic and concrete teaching space-time, and perceives "Tao" in transcendent state out of the restriction of logion concept and logical reasoning, and it totally "plays" in the real free condition by exploding all of the abstracting and fictionalizing. So it does, the natural teaching field should transcend the identicalness, limitation, thinking and utility, the relationship between teachers and students in natural teaching should turn from subjectivity (including inter-subjectivity) to otherness, the art of natural teaching should transcend the aesthetic, useful, creative and explosive characters, and the language of natural teaching should transfer from the instrumental language in the sense of epistemology to the poetical language in the sense of existential-ontology. Just so, the natural teaching develops the useful and discards the useless of the constructivism, the inquisitivism, the polemicism and the evaluativism, and it can return to the realistic and specific teaching life world.