On Love And Education

Education is a career of love, and there is an innate relation between love and education.Therefore, we should hold a holistic perspective of educational love. Educational love notonly means the love of teachers, but also means the love of all teaching faculties, whichrepresents the love with the characteristics of spirituality, intelligence, and culture.The thesisuses the methods of historical documents and case analysis, and so on,which studies andresearches the correlating problems about love and education from the following five aspects.The first chapter is about the rational knowledge of love and educational love. On theone hand, it deals with the rational knowledge of love. First love is introduced from its originfrom the perspectives of semantics, philosophy, psychology, sociology, religion, andliterature,etc. Then, by holistically analyzing, it is supposed that the existence of love mustcontain subject, object, and vector; the happening of love is bound to the combination ofinterest, emotion, willpower, and behavior; the three levels of love are the truth, the good, andthe beautiful, and so on. On the other hand, it discusses the rational knowledge of educationallove. The author holds that the educational love is the love of educators during the process ofeducation. The educational love is also the universal concern, responsibility, understanding,and respect for all the educatee during the process of educators’ decision-making, organizing,and implementing. It is also the educators’ spirit pursuit and action wisdom for developing thecountry, the nation, the education career, and the educatee’s happiness, besides the educators’instinct and moral restriction. The educational love contains the characteristics of spirituality,intelligence, and culture, and so on, which is constructed by concern, responsibility, respect,and fairness. At last, the author discusses the peculiar value of the educational love in thecoordinated development between human beings and society, as well as in the action ofeducational potential.The second chapter is about the relationship between love and education. Love’simportant function on education seems undeniable, but what function does it have? In whataspects? How must degree does it work? Does it have the negative functions on the love’s universality and sublimation? These questions are seldom emphasized by people. It isproposed in the paper that love is the dynamic element，which is based on the reflection andanalysis of the origin off the educational moral. The author indicates that love is the nodepoint of educational transcendence, which is analyzed from the transcendence of "quantity","quality", and "history", and so on. It is also proposed in the paper that love is needed torealize the ultimate purpose of the education, which is based on the discussion that theultimate purpose of the education is students’ happiness and that love is the basic need ofpeople.In the end, the important role education plays on the universality and thetranscendence of love from the perspectives of need and possibility is discussed in thischapter.Chapter three discusses the present situation that love and education are separated. It isanalyzed from the macro and micro perspectives. In terms of the macro survey, the authoranalyzes from the educational aims, educational system, educational policy, and educationalpractice, and so on. As for the micro survey, the schools’ present situation, teachers’ image,and students’ conditions, etc., are surveyed and analyzed. In consequence, an imbalancededucational picture is shown, which is caused by the estrangedness from love.Chapter four is about the attribution analysis of the estrangedness between love andeducation.Firstly, it is analyzed from the social levels, such as the natural environment, andeconomical development, and political regimes, and so on. Secondly, it is analyzed from thephilosophical dimension, including the arrogation of technical rationality and the harming ofvalue rationality lost, the based tool of education, and the opposition of the educationalsubject and object, etc. Lastly, the question are raised about the education itself, including thenegative influence of the traditional education, the embarrassment and helplessness of theexamination education, and the influences of teachers’ quality and statue, and so on.Chapter five proposes some strategies for combining love and education. The firststrategy is the construction of the environment, including improving economical regimes,playing the political advantages, improving educational legal systems, and developingeducational ethics, and carrying forward educational spirit, etc. The second is the conceptualrenew of the educators. It includes that students should be regarded as the spirit of the studyand creation, that education means not only tiredness and payment, but also happiness, and that educators should build the idea to serve the education, etc. The last strategy turns topractice. The author constructs the strategy from three dimensions, that is, the practicedirection of the government, the practice ways of the schools, and the practice schema of theteachers.The paper gives the new interpretation of love and educational love so that rationalknowledge of love and educational love is constructed. Then the relationship between loveand education is analyzed in depth. At last, the practice strategies for combining love andeducation are proposed. The paper starts from the traditional teachers’ love to the widereducational love and educational care, whose aim is to make an animated education and anaimed education, an significant education, and an education with the pursuit of happiness.