The Connotation, Actuality And Realization Of The Practicalness Of Philosophy Of Education

How should the philosophy of education confront of the educational reality and educational practice? It is not only the consideration about the legal establish of this subject, but also a problem in strategy, which has been paid more attention by many scholars in this field. This paper, theoretically and practically, discusseing the following three issues: The Connotation, Actuality and Realization of the Practicalness of Philosophy of Education by taking serious consideration of many studies that had been done in this field. Following are the summaries of each chapter:The section of questioning, on the foundation of query, retrospection and generalization, pointing out that the Practicalness of Philosophy of Education is a times problem which extended constantly in ideology. The study of this issue has an important meaning to the legitimacy, theorization of the philosophy of education and the prosperity of the whole educational science. This paper suggested that the basic condition by which the Practicalness of Philosophy of Education may be achieved is the awakening on consciousness of the researchers and other people who care for and are engaged in educational practice.The second part aims at having a logical, systematic and overall understanding of the philosophy of education on the precondition of having got a clearly definition of"practice"and"practicalness". The author thinks that the so–called"the Practicalness of Philosophy of Education"is"the consistency of the ideal of theory or the conception of future educational campaign with the present actuality and practical situation". And it is characterized as duality, reflection, criticism, creativity, transcending and localness. Finally, the article, analyzed historically, draws a conclusion that the Practicalness of Philosophy of Education originated from the criticism to the theory and promoted by the discussing of practice matters and eventually it became a completing praxis philosophy.The third part discussing the theoretical actuality and the practical actuality. The former contains: the relations between"deduction and logic consistency","logical research and educational facts","philosophy of education studies and educational existence","difference ideas on the relative independence of theory","introduction and independent research", and"how philosophy of education located in praxis". The latter contains:"'weather philosophy of education is existing or not'asked the people in educational practice"and"the lack of practical guidance of philosophy of education". On the basis of current research, this paper aims at analyzing the reason historically and comparatively.The fourth part mainly discussing the theoretical premise of realizing the Practicalness of Philosophy of Education. The author thinks that"study Philosophy of Education on the foundation of Chinese Culture"and"philosophers'educational philosophy turning into the philosophy of education of teaching stuff's"are the research tendency and"enhancing educational rationality and cultivate science spirit"are the research ways. The writer believes that the philosophy of education reflects the researchers'pursuit as a product of thought, no practical strategy can improve the actuality of philosophy of education, but with the constant improvement in theory.The last part makes a conclusion and gives an expectation. The author hopes that more and more people may own the wisdom of the theory which being an important living style. Philosophy of Education plays an important part in people's educational life and the field of life and social problems. That's the tenet that this paper pursued.