The Construction Of Class Public Life Under The Convention On The Limitation Of Public Participation

With the rise of civil society, public life has become an important part of people’s daily lives. The so-called public life does not mean the life that occurs in the physical public space, but the public exchange carried out by the community members which pursue the public welfare and recognize the public value-based. The purpose of exchange is to safeguard and promote the public welfare; the content of exchange is about public welfare issues; the approach of the exchange is rational negotiation, debate, communication, listening, compromise, etc.; and in the exchange, community members believe in and promise to comply with such public value rules, like" coexist admitted, equality and autonomy, having common goals, respecting for differences and diversity, free using of rational criticism and expression allowed". Thus, fundamentally speaking, public life is inter-individual rational exchange on public issues. This article is trying to take the "class convention" to think about the quality of class public life situation in the context of public life. From the real school life and the human spiritual life, readers will see the limits of individual participating in school (class) public life.The article is divided into three parts. In the first part, it has described the research process in Y school. The researcher’s research experience and feelings reveals some common manifestations of non-public naturally in the school quasi-public life, such as closed, private and exclusive. This part helps to form an initial impression of the school public life. In the second part, researcher has painted a picture of Y school life under rules from the two dimensions. The purpose of this painting is to reveal the objective limits of individual participation in the school public life, which include the lack of self-time, elitism in public participation, the occlusion public participation channels, formalism in public events, curing and lacking of social dimension in the school value-oriented. The third part covers the third, fourth and fifth chapters, which is trying to analyze the inherent limits of public participation. In the "’body’ trapped in the convention generation", researcher has explored the subject situation in class public participation, which seemingly autonomous actually be trapped. In the "’other’dissociating in the convention contents", researcher has borrow the rule content together with life events to show the "other" situation in school life, shorten of the contact with others, the individual actions will lose the meaning. In the’"public reason’excluded in convention implementation", the author tries to arouse people’s sense of responsibility for the education in nurturing public reason, with the analysis of the school number thinking and students’ ration using. And "responsible for others "is also the result of public reason.School (class) life should be toward to the public life. For this reason, the thinking based in facts or theory is to reveal the limits of current students participating in public life, to reveal the distance between the current school lives from the real public life. Of course, the education can be shaped as long as we desire to become rational and moral actors!...