Knowledge Of Teaching Cultural Philosophy Research

It is a traditional proposition and an issue of the times that knowledge teaching promotes students' development. Many people made attempts to explore and answer it which turned out to be unsatisfying. And even it appeared the trend of denying knowledge teaching. Through careful analysis, we found that although traditional researches concern about knowledge and students' development as human being, the shackle of entity way of thinking makes knowledge and students, knowledge teaching and students' development into contradiction in exterior relations, which asks for an urgent reflection and needs to be surpassed. As an appropriate research method, cultural philosophy concerns about human being and their development, attempting to thoroughly transform the way of thinking, pursuing a turning of cultural ontology in new ages, which can help us overcome the entity interpretation of knowledge and human being, exhibiting the nature of cultural unity and functions of knowledge, knowledge teaching and students' development. Cultural philosophy has gestated the four dimensions of "cultural noumenon", "cultural time", "cultural space" and "cultural function", which provides the research of knowledge teaching with a way of logical thinking and analytical framework.The prerequisites of knowledge teaching need closely questioning and constructing in cultural noumenon to seek a wide range of cultural relations and its human value. Ontology of culture, holding that knowledge is the cultural experience human being creates and exploration and justification of different kinds of knowledge are different aspects of cultivating students through culture to be human being, acknowledges the cultural contributions made by all kinds of traditional researches, but which still need editing, complementing and expanding from the perspective of it. Firstly, it praises the ideal of Ontological philosophy, objects to the inaction towards the issue of noumenon of traditional epistemology and asks for transcending the "substanlism" and its way of thinking in the existence and creation of cultural noumenon. Secondly, it agrees with the clinging pursuit of epistemological philosophy and object to the bewilderment towards knowledge of non-rationalism, asking for breaking the isolation of knowledge and human being in the uniform conception between human and culture. In the cultural construction of new epistemology, human beings' knowledge relies on the understanding of the experiential world which forms a cultural integrity of continuous time, space and value. Individual belief, evidence confirmation and pursuit of the truth are three elements of knowledge which hold the hope, creation, ability and meaning of human being. In the fusion of culture and human being, knowledge teaching, as a concrete culturalpractice activity, is an essential way for cultivating students through culture to be human being.The tracing of cultural time based on the resources of traditional ideology can help us find the standpoint of cultivating students through culture to be human being in knowledge teaching through a holistic review the evolution of culture. Cultural time contains the two basic methods of comparison and negation. It reveals the flux and developmental direction of cultural time through the comparison among the appearance of knowledge teaching, including rational teaching, humanistic teaching and scientific teaching. As for negation, from the perspective of cultural appearance, knowledge teaching begins with human being's splitting away from their uncivilized life and is negation and surpassing of natural life. From the perspective of cultural evolution, knowledge teaching experiences the conversion focusing on different aspects of rationality, humanity and science which shows its motive force of self-renewal and self-development, illustrating its ideal function and duty of cultivating students through culture to be human being. Ancient Greek philosophy gave birth to rational teaching mainly for the teaching of "real" knowledge and cultivating individual with rationality. In the Renaissance and the Reformation, there were revival and spread of rationality accelerating the emergence of rational teaching. The secular knowledge of "human and nature" in classical disciplines was taught. In the sense of non-divinity, it discovered and cultivated secular people, breeding the spiritual connotation and educational pursuit of "human being". With the development of modern science and education, scientific teaching which got insights from rationality and embraced humanistic value comes to the stage. It lays foundations for the teaching of scientific knowledge, as well as bearing the scientific knowledge of "human and nature". As the highest achievement of science, knowledge teaching spontaneously begins to carry through some scientific research and practice in the cultural level.Cultural space mainly investigates the current reality, criticizes the deviation of knowledge teaching from students to be human being and asks for the return of cultural awareness. The analysis of cultural space also needs the two basic methods of comparison and negation. On one hand, we must acknowledge the absence of cultural awareness in knowledge teaching; on the other hand, we should perceive the cultural functions from different perspectives. From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme. Cultural space especially points out these theoretical and practical limitations in knowledge teaching to help us uncover and confirm the standpoint of cultivating students through culture to be human being and seek a surpassing direction in continuity and unity.The cultural prescription and its unified essence of human being derive from the interaction and fusion of human and culture. Knowledge teaching is a representative way of illustrating cultivating students from cultural functions which should be analyzed from two aspects. Firstly, from the perspective of cultural form, we should study the basic relationship between the over-all knowledge as human cultural experience and teaching, concretely review cultural functions of subject curricula and knowledge teaching. Secondly, we will analyze the function of the structural elements of knowledge, including researches on knowledge belief and rational teaching values. The relationship between knowledge and teaching, essentially, is the reconstruction of the relationship between culture and human being in the teaching context answering the knowledge needs being interpreted and reinterpreted in its holistic spirit and meaning, therefore wholly showing the cultural functions of knowledge teaching. The concrete form of human culture, as the motive force of human creation and human development, not only provides the evidence and drive for discipline curricula and knowledge creation, but displays its unique cultural functions of cultivating students through culture to be human being in school curricula and teaching system. The cultural elements system of knowledge contains some interior conditions, including individual belief that discussed by traditional epistemology, rational confirmation and pursuit of the truth, and so on. Knowledge teaching cultivates people's reasonable belief, ability of rationality and spirit of probing into the truth through digging the cultural essence of knowledge belief and rationality. Whereas, belief and rationality, as knowledge elements and conditions, they do not stay still as physical existence, but display cultural functions as human existence, emerging human being's initiative, continuously creating and reconstructing subject curricula and knowledge, and improving and optimizing knowledge teaching.As its cultural nature, knowledge teaching is for and can shape human being. But it is an open course that creates culture as well as creates itself which needs deeper and broader cultural research and practice as for its comprehensive creation and spread in reality and concrete common action.