On Teacher's Educational Thoughtfulness In Classroom

We live in a changing era. The philosophy ideas that we experienced has gone through the external metaphysics in ontology meaning, the inherent metaphysics in the epistemology meaning, and reached existing metaphysics in the living meaning. The existing metaphysics, originated from the meaning of existentialism philosophy, argues against the perspectives of simple and linear relationship between people and the nature which prevailed in the epistemology era (from seventeenth to twentieth century) , and appeals for concern of human being as themselves.Our educational studies have long followed the epistemology philosophy ideas. For example, educational incidents which reflect educational thoughtfulness was studied as a simple object, we tended to seek controllable and commandable rules or regularity;we ignored the interdynamic of student-teacher interaction in the teaching context, and the interdependent relationship with the environment. This article attempts to make some understandings of educational incidents basing the philosophy idea of existentialism. In educational incidents, relationships between the student and the teacher, and between the student and the environment are no more a kind of absolute subject-object relationship, instead they are interdependent and accrete, reflecting the existent meaning of human being. Teachers and students learn and experience together under certain situations. Various of contingent factors they may encounter will no longer filter by the logic, and they should be regarded as they reveal the integral self.This article discusses the educational thoughtfulness that a teacher shows in the classroom by explanatory phenomenon science. It is divided into two parts, part one consists of the meanings and characteristics of educational thoughtfulness, and the contrast with the related concepts;part two describes the general forms, educational meaning and the possible mechanism of educational thoughtfulness.