Education And The Realistic Human Life

This dissertation is divided into five main parts.The first part is introduction. This part mainly clarifies the important theoretical significance of the topic"the Basis of Human Values of Education"from the theoretical and practical point of view, and points out that discussion, reflection and reasoning on"the Basis of Human Values of Education"have been an important topic, both from the theory of education philosophy itself and from the real situation and the requirements of educational activity. Besides these, this part shows us the main idea and basic contents of the whole dissertation.The second part is chapter one"beyond the'Humanism'and'Post-humanism': the Core Topic of Contemporary Reconstruction on the Basis of Human Values of Education". This chapter includes three sections. The first section demonstrates the theoretical connotation of the topic"the Basis of Human Values of Education", which is the deep and inner junction between philosophy and education, both from the philosophy's significance on education research and from the philosophical dimensions of education research, and theoretically clarifies the connotation of"the Basis of Human Values of Education", which is a core question in education philosophy. The second section critically analyzes the reasoning way of education philosophy on"the Basis of Human Values of Education", which is under the domination of the thinking way of traditional metaphysics, and critically reflects upon its alienation of human values of education. The third section takes Nietzsche, Althusser and Foucault as examples, and systematically inspects into questions and negative aspects of"the Basis of Human Values of Education"happening in the modern and contemporary philosophy, and analyzes the real meaning of such questions and negative aspects. Through the analysis and discussion of the above sections, a fundamental question comes out, that is to say: how can we provide a strong defense for the human values of education, facing intense questioning and the negative voice to"the Basis of Human Values of Education"from some modern and contemporary Western philosophers? From what thinking view can we establish a solid foundation for the human values of education?The third part is chapter two"the Realistic Human Life and the Basis of Human Values of Education". This chapter comes out from the intrinsic relationship between people's realistic life and education, and elucidates life meaning of the realistic and concrete people on the positive side, and demonstrates the theoretical significance of"Human Values of Education"based on the above, and clarifies the theoretical connotation of"Human Values of Education"on the basis of true and specific human life,and aims to go beyond the education humanism in traditional metaphysical vision and the education anti-humanism in modern and contemporary philosophy. This chapter includes three sections. The first section deeply analyzes the root causes of the alienation to"the Basis of Human Values of Education"under the thinking way of traditional metaphysics, and this analysis is from the angle of people's true life. Besides this, it points out that the abstraction of life is the essence and real reason for the alienation. The second section specifically investigates the connotation of"specific and true human life", and points out that"specific and true human life"is"Comprehensive and complete"being, being in the dynamic, open relationship among nature and other people, and it is a process of"historic" generation and creation. The third section elucidates the connotation of"Human Values of Education"on the positive side based on the above concrete and realistic human life, and points out that the fundamental goal of education is to promote human life all-round development, a sound personality and character formation consciously;"Learning to Care"is an important part of"Human Values of Education"; and to develop people's freedom sense, creative sense and transcendent sense is an important objective of education.The fourth part is chapter three"Contemporary Philosophy of Education and the Discussion on the Basis of Human Values of Education". This part is devoted to the representative, important and positive results of the issue"the Basis of Human Values of Education"in modern and contemporary western philosophy, which takes the discussion in previous two chapters as the theoretical background. This chapter includes four sections. The first section analyzes Dewey's philosophy of pragmatism and its deep thinking into the inner relationship between education and people's realistic life. The second section analyzes the important contribution on the inner relationship between education and people's existence, people's living in the world, which is made by Phenomenology, philosophy of existentialism. The third section analyzes the rich thought about"life education"in the philosophy of life. The fourth section systematically analyzes the theoretical demands of the liberation of human life freedom, which is contained in the educational thought of Post-modernism. Through these discussions, this dissertation aims to tell us that there is similar pursuit among the above schools of thoughts, which is to clarify the connotation of"Human Values of Education"not based on the abstract nature of traditional metaphysics but based on true and concrete human life, though they have different specific academic point of view and different academic background.The fifth part is chapter four"the Basis of Human Values of Education and the Conversion of Educational Paradigm". This part starts from the theoretical achievements discussed above, and studies significant changes on the educational concepts and practice brought by"Human Values of Education"based on people's realistic life. This chapter includes three sections. The first section makes a deep theoretical analysis on the contradiction relationship between Science Education and Humanities Education, and studies theoretical root of their split, furthermore it gives out a realistic way to overcome this split and realize reunification, which is on the basis of people's true life. The second section theoretically rethinks the characteristics and the deep difficulties of the mode of"knowledge education", which is prevalent in a long term, and points out that its biggest flaw is forgetting people's true life, and if education is to adapt to being nature of true human life, it should transform itself from"knowledge education"mode to "character education" mode. The third section makes an in-depth theoretical reflection on the "one-time education" mode, which is not reflected by people for a long time, and points out that it conflicts with people's true life, and it doesn't satisfy the fundamental value target that is to enrich and develop people's true life. Therefore, if education is to satisfy the requirements of people's realistic life, it should transform itself from"one-time education"mode to"life-long education"mode. In conclusion, the transformation of these three aspects typically shows that understanding the connotation of"Human Values of Education"from people's realistic life brings about great changes on educational concepts and practice.