Toward Communicative Practice

"New Education Experiment"was advocated by Professor Zhu Yongxin, derived from folk, and which has the characteristics of spontaneity and grassroot, After nearly ten years'development, there are 20 experimental areas over our country, more than 500 experimental schools, more than 20 thousand classes, more than 60 thousand teachers, more than 1 million students have been participated. Everywhere,"New Education Persons"are actualization, specification, systematization of"Dream of New Education","New Education Experiment"is developing from a pattern of project research to an approach of educational school. As to New Education, there were different summaries and descriptions, such as"New education is one actional education experiment","New Education is the education of'soul'","New education is the education of new life", New Education was even imaged as the"New Hope Project"of Chinese Education by medias. These summaries and descriptions about New Education Experiment were summarized by diverse people from different perspectives, and had their own implications and reasons. Professor Zhu Yongxin stated,"New Education is one educational experiment, which begins with professional development of teachers, through six actions, aims at helping teachers and students to live a happy and complete education life."Of course, New Education Experiment is one new educational phenomenon, examination minutely and questions had stayed with it since its birth, how feasible it is, how far it can go, where is it? As to New Education, it goes from"Ten Ideals"to"Five Opinions", From"Four Changes"to"Six Actions","Three Projects", we saw it going from fields to libraries, and then going from libraries to fields, we saw it changing teachers, students, schools actually, we saw one and one educational legends written by New Education, it endowed all the participators the sense of life and happiness of growth. These systems, changes, legends of new education reflect its dignity and care of people, which motivates and promote the subject spirit of people. This article's opinion is, on the essence, new education has reformed the educational subject conception, in other words, what is new in the new education? The reform of subject conception is new.Subject is compared to object, which indicates people who have perfect consciousness, can actively recognize and practice. Subject conception is the basic opinion of subject, which reflects the positions, ideas, and principles of people. Education subject indicates people who actively participating educational activities, mainly refers to teacher or student in education. Educational subject conception is the basic opinion of educational subject, which reflects the positions, ideas, and principles of issues about educational subject. Relationship between teachers and students is one Communicative praxis relationship, established by the teaching and accepting of knowledge, educational activities are its medium, forms stable one communicative structure of"teacher-educational activities-student", and the different understandings of such relationship produced quite other educational subject conceptions.Issues on subject are one main line of the development of human educational development. In the history of educational development, arguments about teachers and students'issues on subject have been long. There were theories of teacher-centered and children-centered. The representative figure of prior theory is German Educator Johann Friedrich Herbart, and the later theory is American Educator John Dewey. The educational tradition in our country is putting teachers at the center position has been a long time, teachers appear as a missionary in education, enjoy the sublime status as the same as heaven, earth, sovereign, parents. Affected by Soviet educational ideas and organizations, the centered position and authority of teachers was strengthened further. Students were recognized as the objects of education, were recipients of knowledge, and even were"other"designed and modeled. After the openness and reform and opening-up, with the researches of Western ideas in our country have penetrated deeply, especially the influence of Dewey and Jean Piaget's educational ideas, the opinion viewing student as the subject has been the mainstream gradually, entity education becomes the hot point of educational researches and practice. Throughout Chinese and Western educational historical evolvements, experienced two introspection of educational subject conception in educational theoretical circles. The first is the introspection of"whether there is subject", among which, human beings were released from the God's"atman", won the subject statue which belongs to their own. The second is the introspection of"who is the subject", among the arguments of teacher-centered and children-centered theories, reorganizations of students'subject statue; children were released from the human's"atman", won the subject statue of their own. Behind the two historical introspections, refract human's progress, times'development and human's awareness, reflect human's pursue for truth, exploration of educational disciplines. For hundreds of years, around the arguments of"who is the educational subject"in educational theoretical circles, one logic premise was ignored——what is subject? Educational theoretical circles has rarely questioned subject itself. In fact, the conception of"educational subject"was used by different meanings, sometimes one identity, sometimes one statue, sometimes one function, sometimes one power, sometimes one mentality, sometimes one sign, and haven't mentioned the essential regulation, and confused subject and noumenon, subject and center, subject and people, subject and guidance, subject and entity, and other relevant conceptions, it seemed that subject is a self-aware, prescriptive conception. Development of subject education demands us explaining the topic scientifically on the new point. New education experiment leads subject education to the third introspection in such historical context, which is"what is subject", and finally forms toward the educational subject conception of Marxism Communicative Practice.Important issues of this paper are: First, in the course of human educational development, how the educational subject conception evolved? On theories of subjects, there were different comments, such as transzendentalisnsch, experimentalism, positivism, humanism, post-modernist, provided different field of vision for educational subject. Generally, the understanding of educational subject experienced three stages, the first is the stage of"ideology of knowledge", emphasized the exercise and acceptance of knowledge, human subject was buried in the knowledge's altar; the second is the stage of"ideology of wisdom",thinks developmental entity is developing human's activeness; the third is the stage of"humanism", the coral opinion is developmental entity developing human self. Secondly, what problems exit in traditional educational subject conception? About the theory of educational subject, there were different comments, but they are basically the single entity thoughts of dualism, and haven't defined the educational subject on essence. At the same time, in the ideas of traditional educational subject conception, reorganizations are visualized understandings, only viewed the instructional activities as object of changing and functioning, didn't"understand from subject", didn't reveal education activities'functions as"intermediated object"and"objectifying intermediate"of teachers and students'communication. It is the existence of these basic problems, which endowed theoretical and practical sense of new education experiment. Thirdly, what is the new educational subject conception, what counteract and transcendence was realized beyond traditional subject conceptions? The standpoint of new educational experiment is changing educational subject through six actions, which implies profound thoughts of communicative philosophy and practice subject. Marxism Communicative Practice thought that activity subject is obtained from communicative practice relationships, the number of subjects is the same as communicative relationships, and the subject only cannot be subject without participating certain communicative structure. Human's essence of entity is the sum of all social relationships, and is open, civilized only in the communications. On this sense, talking subject will be a pseudo-proposition without communications. In new education, relationships between teachers and students are particular communicative practice relationship mediated by education activities, which cannot simply be grasped by"subject-object"relationship. We must transcend the scope of epistemology, analyze the communicative attributes of educational practice itself, grasp the dual"subject-subject","subject-object"relationships implied in the course of educational practice, and then reveal the relevant prescriptive of educational subject; we must recognize the dialectical laws of mutual integration and construction between educational activities and teachers and students, grasp the educational activities scientifically. Therefore, conception of new education subject is not only the counteract of traditional problems of educational subject, but also the transcendence of traditional educational subject conception. Fourthly, what is the specific course and realized approaches of the reform on conception of new education subject? New education experiment is one new subject education directed by conception of Marxism Communicative Practice Subject, it do not only answered the problems of"what is subject","who is the subject", what more crucial is it realized effectively publicization of teachers and students'entity and development of subjects in course practice, action practice, moral education practice.