On The Educational Practice In The Research Of View Of Integration

For a long time, there have been two methodological trends which are ultimately opposed to each other in educational study, and they directly affect people's understanding of the property of educational theory. At present, however, it is a general trend for these two methodologies to integrate. Based on the necessary history carding and logic analysis, this paper will lay stress on discussing the integral basis and means of science and humanity in educational study, and further to inquire the property of educational theory. This paper is composed of three parts. The first part is the history carding of educational study methodology. Through tracing the arising and evolvement of science and humanity in educational study, this part detects that the integration is an inevitable trend of history development. The second part remarks on several "integration views" First, the writer analyzes the ultimate reason for the paradox of these two methodologies essentialism thoughtway, and then comments on several present integration views. By these efforts, we can not only find the key to problem solving in logic, but also get to see that the integration of these two methodologies in educational study has not been really solved. The third part is the practice integration viewpoint in educational study. On the basis of Carl Marx's view of practice, practice integration viewpoint holds that: educational study is not the blank rational deduction which mainly depends on philosophical thinking, nor the exactly-weaved logical net by "modest" sense of scientism in the range of educational experience, and nor the random playing of bountiful human nature of humanism. Its essential spirit is: first, the practice integration viewpoint cancels the improper metaphysical hypothesis of education of scientism or humanism (i.e. the essence of education is unitary and unchangeable all the time). It thinks that the nature of education is practical, and the essence is just concrete, historical, and can't be detached from people's value choosing. According to this, it holds that many different ways should interplay and converse in real educational study (namely theoretical practice) to realize the integration of the two methodologies. Finally, going to direct genuine educational practice and realizing, creating, displaying the nature of education in active education are the best condition of the two methodologies?integration. The property of educational theory is closely linked with educational ontology and methodology. From practice integration viewpoint, the author considers that: educational science and educational philosophy are basically uniform, and the division can only be relative. Any division is advisable if it is reasonable. Inquiring the property of educational theory itself can't assure the validity of educational theory, and it is only a necessary condition at most. The real meaning of the inquiry consists in the process of inquiry rather than in the result. The process of inquiry can inspire people's metaphysical rethinking of educational activity and conscious examining of the methodologies. Accordingly, people's whole understanding of the educational activity may be more comprehensive and profound. So, that is good for the favoring progress of educational study and for the further development of educational practice.