Dialectical Reflection On Return To Life World Of Ideology And Moral Curriculum In Junior School

The relation between life and education is an important term that school education should be faced. In the early twentieth century John.Dewey once put forward that education is life, while Taoxingzhi held that life is education. The concept of life world is an academic term which has been frequently discussed by modern western philosophers. Some leading schools and philosophers in western philosophy have paid great attention to it since E.Husserl brought forward the concept of life world. It was not until 1990s when the idea of life world was introduced into the field of education in our country that education return to life world became a representative viewpoint when it comes to deal with the relation between education and life. Particularly, in the background of the reformation of the new curriculum standards of the basic education, education return to life world has become a frontier theory and many scholars have carried on estimable explorations in the aspect.If making a comprehensive view into the scholars'research, education return to life world embodies that return to children's life but not preparing for adults'life in the future, return to reality life but not being ready for life in the remote future and return to the world of people's value and meaning and establishing the consciousness of people-orientation and that of life. The theory of education return to life world can be used for reference in terms of correctly recognizing and dealing with the relation between education and life. Firstly, it further defines the relationship between education and life. In the prospect of the origin and development of education, the relationship between education and life has developed itself from direct unification to gradual separation, then to combination. On one hand, from the view of life, education, a special process of living which embodies the meaning of life, can function as instructing knowledge and skills, fostering logic thinking and encouraging people to pursue a valuable and meaningful way of living. On the other hand, from the view of education, life plays an instructive role on education. That is, to begin with, life education makes up for some deficiencies of systematic education. Then education return to life world is helpful for us to realize side effects on education resulting from scientism. Scientism, which thinks of people as objects or things, regards teaching targets as"objects", and only teaches people to acquire knowledge and to seek truth, but not to go in for morality, so moral education in school tends to be more knowledge-orientated and cultivation of morality is in fact in exile. In addition, education return to life world leads everyday life of school education in our country to going through a profound change. Recently, a kind of warm and fragrant remarks which seems to be daily word is being used by a large number of teachers.Considering that the concept of life world was formed in the context of western countries, we must profoundly and dialectically master it when it is introduced into the field of education in our country. Before we can understand the context resulting in the concept of life world in western countries, especially the transcendent nature of the concept of life world raised by E.Husserl, the life world would be misunderstood as education returned to and integrated with daily life if it is directly endowed with the experimental meaning and equal to the rough daily life. What's more, we would easily be led to another extremeness, making education break away from life but care only about life in spite of knowledge, which undoubtedly goes against the full development of both the school education and the students. Therefore, this thesis, on one hand, makes it certain that the proposition of education return to life world is reasonable, while on the other hand tries to recognize it dialectically then reflect and criticize the feasibility of education return to life world in the new curriculum reform, avoiding following the same old disastrous road of the development of the new curriculum reform in the education history home and abroad.Life world in western world came into being after modernization, mainly aiming at reflecting and criticizing the loss of people's value and meaning due to the abuse of scientific rationality. Our country now is in the primary stage of socialism with low public scientific accomplishment and lack of rationality. It will not be fit to analyze the educational problems in our country by the means of life world of western countries. Since there are positive and favorable aspects as well as negative and ugly things in life, we would ignore the double impacts of life on education and students if the unpurified life materials are directly to become the contents of education. School education can't exist without knowledge instructing, and the cultivation of moral characters for junior students will not develop in spontaneous life without education. What's more, from the education history China, we can see that when dealing with the relationship between education and life, the ill effects of school education left us impressive lessons. To give a dialectic view of the topic of education return to life, this thesis tends to believe that though education can't be without life, it can't be returned to the spontaneous life and that we should combine education with life organically.Under the guiding ideology of Marxism, this thesis takes documental research as methods to consider dialectically the topic of education return to life world based on the research work of predecessors. There are mainly four parts in the thesis. The first two parts are to summarize the basic meaning and value of education return to life world, which is based on the further discussion of the conception of life and life world. The third part tries to analyze the theoretical value of education return to life world while affirming the logic of education return to life world. The fourth part, which is the mainly creative part in this thesis, aims to reflect and criticize the feasibility of education return to life world, with the ideology and moral curriculum in junior school as a cut-in, from the four points of view: the basic national situation of primary stage of socialism in our country; the lessons from the aberration in dealing with the relationship between education and life in the educational history of china; the double impacts of life on the development of school education and students; and the relationship between school education and knowledge. In the end the thesis puts forwards that we should combine education with student life organically in school education.