The Primary Research Of The Post-Analytic Philosophy Of Education In The Great Britain

Abstract Content: The post-analytic philosophy of education in the Great Britain is a concept divided by time standard, which indicated the latest development of the analytic philosophy of education in the Great Britain after 1980s. The re-research of the post-analytic philosophy of education in the Great Britain is good to the development of the philosophy of education discipline in our country, to the advancement of education theory research, and to the carried-out of education practice activities. This research mainly probes the development context of the analytic philosophy of education in the Great Britain, the cause analysis of post-analytic orientation, the characters and methodology of the post analytic philosophy of education in the Great Britain.The research history of the analytic philosophy of education in the Great Britain can be divided into three stages, i.e. formative stage, developing stage, and transforming stage (namely the post-analytic philosophy of education stage) after trimming. The main contribution of the formative stage is the conformation of a justifiable basis discipline of the philosophy of education, through the critical reflection of the philosophy of education tradition. The main contribution of the developing stage is the conformation of a charming educational philosophy research paradigm, through the constructive absorption of the methodology of the analytic philosophy. The main contribution of the transforming stage is the formation of the post-analytic research orientation.The analytic methodology is the heirloom of the analytic philosophy of education in the Great Britain. Its formation mainly thanks to the disappointment of the meaning orientation (content orientation, theory construction orientation) philosophy of education methodology in the philosophy of education academia and the revolution of the philosophy academia in the Great Britain. The aggressive conceptual analytic method, the coherence theory of truth analytic method, the coherence theory of evidence analytic method, the problem-solving orientation analytic method, the non-foundationalism analytic method, are the basic methodologies of post-analytic philosophy of education in the Great Britain. Their appearances solve"the common difficulties of analytic theory"in some content, which do goods for the further advancements of the analytic philosophy of education in the Great Britain.The formation of the post-analytic research orientation is affected by a serial of facts. The survive crisis of analytic philosophy of education in the Great Britain itself, including the inevitable bottleneck problem in the development of the analytic philosophy of education in the Great Britain and the deterioration of the academic environment of the philosophy of education two aspects; the influence from philosophy field, i.e. the communication and integration of English analytic philosophy tradition and continental philosophy thought; the influence from the research group, i.e. the transformation of the academic interesting in the researchers of the analytic philosophy of education etc., play important roles.Compared with the early analytic philosophy of education in the Great Britain, the post-analytic philosophy of education in the Great Britain has the characters of volubility, practicality, territorialism, and criticism. Those characters mainly reflected in such aspects below: from the binding-up of the monist value orientation (democratic value orientation) to a more lenient mentality to face the conflicts and communication of pluralist value orientation; from theory orientation to practice orientation, from the practice philosophy status of the philosophy of education and the practice theory status of education theory, unfolding the re-analysis of education theory, education practice and their relationships; walking out from the fence of analytic philosophy and toward a more territorialism direction; the critique of rationality and the sublation of metaphysics.