| Otto Friderich Bollnow is the famous philosopher and educator of Germany in currentage. His profound educational thoughts greatly influenced Western Europe, Japan, and manyother countries in the world and still have illuminating sense today. In his luxuriant system ofeducational thoughts, the non-continuous education is especially influential. In this article, thewriter has given an instruction to Otto Friderich Bollnow's non-continuous education basedon analyzing relevant datum, in the setting of Otto Friderich Bollnow in which he lived.In the first chapter, the writer has summarized lifetime and educational thoughts of OttoFriderich Bollnow. Otto Friderich Bollnow had devoted his life to integrating hisphilosophical and educational thoughts. From this starting point, he had many original andindividual opinions about educational problems. This chapter overviewed all his life and hiseducational thoughts, alluding status of non-continuous education.The philosophical basis and central contents of non-continuous thought was expoundedin the second chapter. Otto Friderich Bollnow's educational thoughts were based onLife-philosophy of Dilthey and Existentialism of Heidegger, criticizing anterior factitiousviewpoint and artless outlook. His non-continuous education included encounter, crisis,warning and motivation, arousal, adventure and frustration.The third chapter discussed the theoretical meaning and practical application ofnon-continuous education. In educational study, non-continuous education had greatontological and methodological meaning. On the other hand, Otto Friderich Bollnowemphasized affection and trust, crisis education;their practical value can not be neglected.The fourth chapter reviewed Otto Friderich Bollnow's non-continuous education. Thereis no totally correct theory;non-continuous education is also the same. Ideally, his opinionabout human being and mystical arousal are uncredible;in practice, affection and trust isevidently not enough in education.
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