View Of Life-knowledge And Meaning To Class Teaching Reform

That reason comes back to life-world is one important philosophical shift in the 20th century. Moreover, it is imperative for human' s existence and development. Thus, Husserl and some other philosophers put forward the theories of life-world. As an important philosophical category, the view of knowledge must also come back to life-world . So the author advances a new concept: the view of life-knowledge.However, this concept is not simply deduced from Husserl and some others' theories of life-world. Instead, on the base of Marxism on human' s essence, development and social practice, the author dissects those philosophers' theories in an all-round and profound way.What is the view of life-knowledge? It is contradictory to the view of science-knowledge. The view of science-knowledge has its positive aspects, but it separates human from his real life, neglecting human' s meaning and value of existence. Its' methods of thinking or positions are : theories of Knowledge and Cognition; Determinism; theories of Conformity and Reflextion. By contrast, the view of life-knowledge regards knowledge as one of human' s modes of existence. Knowledge must be concerned with human' s existence and development, needs and values, reality and ideal. The author thinks that to realize the shift from the view of science-knowledge to the view of life-knowledge, following methods of thinking or positions should be set up: theories of Existence and Life; theories of Selection; theories of Formation and Creation.Then, the author points out the intension of the view of life-knowledge: knowledge is from, through and for human' s life. In the view of science-knowledge, the characteristics of knowledge are theorization, closing and objectivity. While in the view of life-knowledge, practicing, opening and understanding are its features.At last, we can gain some important enlightenments from the view of life-world to reform the teaching in class. Because there are many weaknesses in the knowledge teaching in the present basic education of China, it is necessary to use the view of life-knowledge to rectify them. Given that, the author illustrates his suggestions in three respects: teaching objective; teaching context; teaching process.