The Study Of Theoretical Thinking Of Education And Development Of Educational Theory

In contemporary system of discipline institutions, perhaps seldom other academic community than the one of education worries more about the problem of its own subsistence and development. In China, reflecting the development of education subject and its theories is always the central issue of domestic educational theory research. The public criticize deeply the existing problems of education subject and its theories for one thing, and engage in constructing various knowledge plans aimed at solving problems for another thing. This thesis puts forward that all the problems announced in the public criticisms come down to one central issue--- the autonomy of education theories, and that people require a pre-existing premise, maturity of theoretical thinking of education, to support the problem-solving plans they brought up. Therefore, the main aim of this study is to establish the legality of the new-born theoretical domain "Theoretical Thinking of Education" formally and substantially, and to broad a new horizon to the reflection of development of domestic education subject and its theories.In academic community, some central conceptions in this thesis belong to conceptions "of everyday use but not of self-knowledge", such as "theoretical thinking", "educational thinking" and "theoretical thinking of education", etc. Therefore, the central work of this thesis is to explain systematically and demonstrate reasonably these conceptions. Based on the reference of existing outcomes and analysis of some fundamental and antecedent conceptions--- "thinking","way of thinking","theoretical thinking" and "theoretical thinking of education "etc layer upon layer, this thesis has clarified the true meanings of "theoretical thinking", "educational thinking" and "theoretical thinking of education". Furthermore, this thesis has established the logical premise of evolution and objective foundation of rationality for existence and demonstration of "theoretical thinking of education ".Through criticizing the academic circle’s "absolute" and "identical" views of "theoretical thinking", this thesis brings up a definition of "theoretical thinking", that is one’s mode, process and result of thinking in certain times when he reflects and grasps objects’ essence, law and general relations based on certain system of conceptions and logical process. Furthermore, this thesis throws light on the function that "theoretical thinking" acts on development of theories.Through clarifying the academic circle’s unilateral views of "educational thinking", this thesis holds that "educational thinking" refers to one’s mode, process and result of thinking when he understand and grasp educational world in the abstract based on demand and purpose of educating men. On one hand, it is the cognitive set and cognitive run mode formed in the process of educational practical activities to educate men. One the other hand, it is unity of educational practical subjects’ thoughts, perceptions and methods concerned about education. On that basis, according to the thinking structure and its rational level of educational thinking, educational thinking is divided into common educational thinking, practical educational thinking and theoretical educational thinking.This thesis brings up that "theoretical thinking of education" is educational practical subjects’ mode, process and result of thinking when they reflect and grasp objects’ essence, law and general relations based on pedagogic conceptions and logical process. The relationship between "theoretical thinking of education" and "education theory" is a kind of objectivity which is connecting with each other, according to each other and limiting each other. On one hand, as one kind of conceptual thinking, theoretical thinking of education has to rely on conceptions and its own system reflecting specialities of education. On the other hand, the achievement of atonomy of education theory relies on the maturity of theoretical thinking of education, that is to say, performing the cognitive function of theoretical thinking of education. Taking "theoretical thinking of education" as mode of thinking, this thesis analysed the relationship between development of education theory and it, revealed the internal roots why people dissatisfy with education theory, and responsed to this thesis from theoretical premise and educational research paradigms.