Existence Of Noumenon & Fusion Of Horizon

The Comparative Education gestates and develops in response to the needs of the times, whose emergence has the social and historical background, resulting from the needs of the society and the development of the times; meanwhile, it is inevitably influenced by the development of education practice and research. This study starts with the analysis of "being" in Comparative Education, based on the route from the " theme" (What is Comparative Education) of the theory logic and the "anti-theme" (Comparative Education is what) to "Combination"(Comparative Education how to be),taking the pursuit of the ultimate actuality of Comparative Education as the destination, laying the basis of knowledge Comparative Education as the task, the study means to search for the origin construction and horizon orientation of its ousia, to answer the existence patterns and the meaning generation of Comparative Education, to fulfill the philosophical naming of "Comparative" to "Education", to extend the ontological level of Comparative Education to the level transcending the Ontology. This dissertation tries to achieve a breakthrough on Ontology, and to probe the feasibility of constructing an academic paradigm of Comparative Education. This is not only a transformation of theoretical horizon and a display of academic depth of Comparative Education, but it also provides new ideas for the study of Comparative Education, by establishing the legitimate academic and practical knowledge for Comparative Education.Logically, the origin of things is consistent with the nature of it, therefore, to explore the origin of a thing is actually to quest its nature. The origin of Comparative Education is a problem of theory, it studies Comparative Education, though, this Comparative Education is not the one in the sense of discipline today, instead, it refers to the question that it is what reason that creates and generates Comparative Education. To be more specific, it means to seek the ultimate reason why Comparative Education can generate in human society. It is beyond any doubt that the birth of new nation-states and the initial formation of the world market is the historical prerequisite of the Comparative Education. The raising of the vision level, the rapid development of the natural and social sciences, the interweaving and infiltration among the disciplines, the emergence of the comparative disciplines groups, the drives of comparative trend and the impact of positivism are the social background and historical origin of Comparative Education. Of course, if taken Comparative Education itself as the contents, a reflection on the "tool-purpose "and "purpose -method" form and some fundamental issues that the development of Comparative Education is facing, and if the analysis of the properties of Comparative Education is to pave the way for studying the identity of Noumenon, such a pluralistic "existence", then, the elaboration on the evolution of Comparative Education from the perspective of disciplinary institution is to defense the purity and authenticity of Comparative Education as an institutionalized discipline and find a reliable fulcrum for the Ontology research.So far as the threshold of the Ontology research on Comparative Education is concerned, we should start with "education", because only in this way can we be freed from the factitious shackles of comparative education Positivism, take the education of all nations in the world into the horizon of view. Because Comparative Education mainly concerns the education phenomena of a nation or a nation-state, even that of the whole human society, the emphasis on such cultural phenomenon thus becomes the ultimate characteristics differentiating Comparative Education from other comparative studies.The commonness of human culture, the differences and comparability of "education existence" constitute the academic motives of the ousia generation of Comparative Education. "Comparative" not only reveals the different characteristics between comparative education and education of other disciplines, but also the first discipline on educational research adopting features of ways of thinking as the subject unconventionally in human history. However, "Comparative" in Comparative Education is not equal to "contrast", it is a logical start for Comparative Education Ontology, the essence of the central concepts and ideas. Its connotation not only represents a way of thinking, a method of study, an approach of study, a perspective of comparison, but also the only way to recognize correctly the relationship between "Ego" and "Other", also a solid foundation for promoting national culture and world harmony and unity during the historical process of globalization, an internalized integration theory of high intelligence, and an academic terminology having the noumenon value as well. Particularly, from the perspective of modernity, "Comparative" goes beyond the simple literal meaning in the superficial sense, and becomes academic concept needing to be further defined scientifically. In essence, "Comparative" represents a modern cultural need, spiritual essence and a view of the world.Comparative Education, as the existence "beings", is not the simple combination of "comparative" and "education", it is a term with specific meaning and special study areas, it itself is an organic unity. Seemingly to be a fixed, static existence, but in essence, its "existence" is a productive process of object or meaning, this process is not only a process of change, but also that of realization and self-organization, the latter, in particular, makes "existence" active, endowing it with vitality to surpass the limits of reality, approaches to possibility constantly, and at last realizes self-development. Therefore, as the existence of "beings", Comparative Education is an integration of being holistic, complex, historical and generative. In Comparative Education, "Comparative" is a super meaning and a unique paradigm of comparative perspective-horizon, whose generation is based on synonymous exclusion between "Comparative" and "Horizon", and synonymous complementation between "Perspective" and "Horizon". Comparative perspective-horizon is much different from the comparative methods in the general academic fields, it is the organic combination of dialectical thinking and comparative study, making the relationship between the methods and object appears to be peculiar. The breadth of Comparative perspective-horizon includes time and space involved in the study; the width of Comparative perspective-horizon includes basic contents and structures concerned with the study; while the depth includes basic methods and paths involved in the study. Comparative Education not only possesses the historical, cultural, and logical dimensions, but possesses features such integrity, openness, transcendency and so on. Comparative perspective-horizon is the unique multi-dimensional vision and research concepts the researchers have when studying the communication on two or more of the heterogeneity of culture education as well as a communicating domain constructed by different "education existence" and other elements. It is open and self-contained; it is not only the basis of rational study of Comparative Education, but also the Ontology of it. It has a strong objective meaning, and exists as the objective reality or concept of existence. It represents the fundamental property of the "existence" of Comparative Education, and it is also the original start or the supreme source from where the "existence" of Comparative Education derives. Comparative Education is based on its Ontology and must make general ontological commitment to its value orientation, knowledge types and discipline-wisdom under the precondition of absorbing the contemporary philosophy and the latest results of scientific and technological development.The existence of Comparative Education is related to some kind of transcendental existence, but realistically it reflects itself as some kind of indispensable value and significance. Comparative Education is sure to go beyond the utilitarian, pointing to the value of the world it ought to be, urging "distortion" trapped by the utilitarian value to return to the "true-self of Comparative Education, this is the root of the problems when we think about Comparative Education. Because only in the framework of "true-self, can Comparative Education get the foundation for existence and development. The fusion of horizon, as an important aspect of understanding the Ontology of Comparative Education, its connotation refers to a spirit of openness embodied in the aspects of theoretical system, knowledge structure, research paradigm, illumination vision and practice character and so on. This openness not only shows the perforation and integration between multi-value resources and wisdom formed in the subject theory, but also shows how the principles of humanistic illumination such as communication, dialogue and the practice of returning to life are interlocked and presented in the Methodology of Comparative Education, this is also an important condition on which the innovation of Ontology of Comparative Education depends.Fusion of horizons follow a way of what is called "On the Way", it is not a style of dictatorial "shading", but a poetic thinking, a rational origin, and the original opening of "clarifying".