From Predestination To Generation Contemporary Education Theory Research Orientation

From the development process of pedagogy as a whole, we can reach a conclusion that the education research appears of a tendency of practice. However, it is inevitably in conflict with an unique research field(the discipline of pedagogy). How to seek a higher integration of the innate logic of the discipline and the practice tendency is the key to solve the issue. The research starts from reviewing the status quo, development level and the development routes of education research, trying to land a startspoint of pedagogy as a discipline itself, exploring the possible access to it. This essay is of the idea that disciplinary logic and practice logic is not in contradiction. The endless discussion on it is meaningless or should be put aside in earlier days. What we should be against is the rigidness in epistemology and the metaphysics in it. The clarification in theory to this issue is undoubtedly of positive significance.This essay is divided into four parts. The first part starts from the reflection of the problems and the status quo, analyzing the misreading in traditional education research. The second part gives hint to the necessity of the development of theory itself, or the innate mechanics in other words. The third part demonstrates the background of cognition development to seek the comprehensiveness between the discipline logic and practice logic. The fourth part demonstrates the methodology significance after the transferring of the thinking way on the foundation of the former discussion, for the purpose to clarify the true meaning of the transferring.