Lack Of Teacher Education Beliefs And Reconstruction

The crisis of beliefs is the prevailing problem of modernity in modern society. With the nihilism subversion of the whole classical philosophy and life style, universal values have been torn to pieces and publicity of personal desire become the topic of a modern cultural spirit. Loss of faith brought about not only the displacement of individual spirit, more importantly, it makes the will and the meaning of existence of the whole human culture and spirit are no longer possible. The hazards can involve the entire state of human survival. Education at this time where to go and teachers how to settle down are the era topics for every one of us who has own idea on education to reflect.Education has always been considered as a rescue force to the future. However, education in the spirit of utilitarianism, consumerism, science and technology's impact has been distorted and degenerate. Education is no longer an existing way to pursuit truth and a better way of life, but to become tools and instruments to meet the various desires of human. Teachers have always been considered to be the most glorious cause under the sun, but in the near future of modern, teachers have also been torn its basic ethics by a powerful force of utilitarianism. The fragmentations of teacher beliefs were eventually damage education hope.Nowadays, if we also hope that education is still the salvation strength of whole community and human, we must place faith in the reconstruction of teacher education beliefs. Teacher education can not still pull itself from technical whirlpool. Technology more and more arm teachers to a superior job machine. Technical and political philosophies deprive the ability of teachers to reflect on. Thus teacher education beliefs, the educational basis which supported him to education is not in sight. If we try to rescue the complete nihilism, utilitarianism of today's education, we must first of all to save the educational beliefs of teachers.The reason why we care about the teachers'education beliefs is that teachers'educational beliefs provide the final basis for teachers'educational practice. Legitimacy of teacher education belief directly determines the legitimacy of their educational practice. At the same time, the quality of teacher education faith also determines the quality of educational practice. If teachers do not study the education of faith, we can not fundamentally explain that the practice of teacher education is reasonable.Teachers are required to set up what kinds of educational beliefs, that is, the legitimacy of education belief, depend on the ontological significance of education, that is education in what sense are its own, education should "do what." Therefore, education has the idealistic belief colors in this sense. When the teachers insist on the ideal of education, to go practice education with the attitude of dedication, which is the teachers education beliefs. Proper education beliefs are significant entirety with triple structure. First, the proper education faith knowledge structure, that is, teachers must recognize that education should do what and vice versa. Faith does not rule out the knowledge; faith which rules out the possibility of knowledge and rational is a misunderstanding of faith. In contrast, belief must be as the prerequisite rational and knowledge. A person can not put his ignorant object as his faith. Second is the proper education belief emotional structure. Faith means abandoning itself through the thoughtful thinking, and delivering itself to the existence higher than its own values, once established, teachers will throw all the physical inputs to the implementation of belief towards the object of their faith. Third is the proper education belief practical structure. Beliefs are constantly reflected in practice rather than in statements. We do not depend on what kind of faith that we have become believers, but through reflecting of our specific practice in the lives. Beliefs eventually point to his life. It can thus be seen, educational beliefs has a crucial role of the individual growth for teachers and the regression of true meanings for education.Legitimate educational belief requires teachers to have educational ration, educational love (emotion) and the intelligence of practice, which constitute the core values of a teacher. A teacher who has no educational ration is doomed to be an executive and operational craftsman; A teacher who has no educational love is doomed to be a occupational machine; A teacher who has no intelligence of practice is doomed to be a verbal idealists. So we believe that those who have educational belief are the real intelligent teachers. Educational beliefs are the beginning of the educational intelligence. This should be the ultimate of study of teacher education.First of all, the article raises the question how the current education in the mental state, whether the teachers have belief in education and whether it's legitimate or not, which are as the specific problem awareness. On this basis, the article analyzes the reason why teachers are lack of educational belief, and then constructs the philosophy of teacher education belief, namely, solving the problem of the nature, value and significance of teachers'beliefs, and how to construct it. The article attempts to provide a systemic theoretical framework of teacher education belief and explore the proper scales and limits of educational faith and further promote the study of current educational belief from the perspective of education philosophy.