On Life Education In The Horizon Of Philosophical Hermeneutics

Because of the life-neglecting and body violations in current educational activities, people gavesuspicion to educational activities and they have lost their enthusiasm and expectations for education.Criticism and questions on the educational activities made researchers ultimately realize that educationmust return to the life itself, otherwise the fresh and agile life will have been damaged, and the educatedstudents will be increasingly difficult to meet the complex social demands too. Life education emergesbecause of the life-neglecting in society and schools. However, the current research and practice on lifeeducation still have some problems. In the horizon of philosophical hermeneutics, this paper wants to viewthe life education for enriching the research and practice on life education. This paper states from thefollowing several parts in detail:Part Ⅰ: Introduce this paper including reasons and the significance of choosing the title, the existedproblems, the related concept about the researches, and the research direction and methods, etc.Part Ⅱ: The implications of philosophical hermeneutics. This part discussed from the origination ofphilosophical hermeneutics, focusing on the main points of philosophical hermeneutics and itstranscendence with traditional hermeneutics. I summarized the main points of philosophical hermeneuticson four aspects: understanding in the dialogue, the fusion of horizons, reasonable prejudice and the extratext, and that, compared with the traditional hermeneutics, the philosophical hermeneutics of these ideas aremore progressive.Part Ⅲ: The applicableness between philosophical hermeneutics and life education. This partdiscussed the applicableness between philosophical hermeneutics and life education. Their applicablenessis the basic point to examine the life education. Philosophical hermeneutics can be considered as a perspective to examine the life education, because they have the same target, similar questions and identicalcharacteristics.Part Ⅳ: On life education in the horizon of philosophical hermeneutics. On the basis of the abovediscussion on philosophical hermeneutics, this part discussed the nature of life education and reconstructedthe life education in a new way. Life Education is not only a continuous process of understanding, but alsoa dialogue process with new meaning generating. The reconstruction of life education needs breakthroughin four aspects: educational purpose, educational content, educational process and educational evaluation. Itshould be developed from the technical discipline to the life-understanding, from the fixed educational textto the mobile educational text, from the individual monologue to inter-subjective dialogue, from setting inadvance to dynamic-generating.