Reflection And Reconstruction On The Epistemology Of The Research Of The Educational Essence In China

Abstract: The focus on the research of the education is the educational essence in China. However the numerous researchers have paid no attention to the epistemology of the research of the educational essence that plays an important role as the one of the basic premises while they have struggled to solve the problem on the educational essence. This paper is proposed to analyze some questions on the epistemology of the research of the educational essence to get rid of the prejudice of its implication and to improve the system of the educational theory and to reform and develop the educational practice.The paper mainly elucidates the four points. Firstly the paper demonstrates that the reflection and reconstruction is necessary from the development on the epistemological philosophy and the research on the educational theories in the western countries and our countries. Secondly, it probe into the possibility of the educational essence becomes the object of knowledge with the reference of the western philosophy theories. We try to study the new theory of the educational essence and get rid of the bias of the research in our country. Thirdly the paper presents the method, its value and limitation of the research on the rational cognition (including logical thinking, comprehension and language analysis), irrational cognition (including intuitional comprehending and imagination), action and practice to suggest the synthesis. Fourthly we expound on the limitation of the research according to a restricted range of the educational essence and the uncertainty of the present research. The difference between the absolute rational cognition areas and relative rational cognition areas is revealed in the research of the educational essence. Furthermore we discuss the problem of how to test the present research by the five theories, such as Correspondence Theory, Coherence Theory, Pragmatic Theory, Practical Theory and Aletheia Theory of Truth.The paper comes to some conclusions. The first conclusion is that the epistemology is an essential part in the human spirit. It is available to some extent for the limitation; therefore it required the careful application. The second conclusion is that the educational essence is rational, relative, specific and complicated in the educational practice based on the educational noumenon. It is a relationship and language with thespecific educational facts rather than entity. Therefore it shows the infinite possible open to the future. The third conclusion is that the educational essence could not be regarded as the object of knowledge in Realism and Idealism. But it is the object of knowledge in Phenomenalism and Constructivism. The forth conclusion is that they are methods such as logical thinking and comprehension and language analysis in rational cognition and intuitional comprehending and imagination in the irrational cognition and action, however it required to make a synthesis of every methods. The fifth conclusion is that both the objects in the educational essence and the range of the characters are limited. And the present research is uncertain. It is significant to distinguish absolute rational cognition areas and relative rational cognition areas. The last one, we have to use five judgements of knowledge to test the present research while they are uncertain.