The Text Analysis About Conception Of Life-And-Death In Chinese Text Book For Junior High

With the spread of technological rationality, the inspiration from philosophy has given away to the lead of technology. Immersed in the material wealth and prosperity, human beings gradually lost their subjectivity and became the so-called "One-Dimensional man". The root of the education crisis lies deeply in the alienation of men caused by the technology-dominated society. In the domain of technology, people’s object, standardization and functional mode of thinking was copied to the field of education. Hence, students became the objects that are under process. The humanity of education fades away. Students’aimless way of living and violence exposed their confusion about life-and-death. Also it proved that education failed to fulfill its responsibilities as it was supposed to help them find the meaning of life and pursue the value of it.Education’s return to its nature, fulfill its duty and find students’life value is the key to its development. From the view point of the philosophy about life and death,"to teach people how to deal with death is also the way to teach them how to live". Life and death as a dialectical unity exist on both sides, and can not be intersected. The view about Life-And-Death exposes itself in the way people weigh them based on the knowledge about living and death. The Life-And-Death education gets its aim by weighing the relationship between them two. By the view of death, we can see clearly that life is a unity, so there is no necessary for us to linger on instant joy or pain. From the reflections on life from death, we can know life is finite so we should plan life actively and pursue something beyond it. Combining those two ways of reflection, which is also what Friedrich Engels referred as the dialectical view of life and death, is exact the way education in nowadays should follow.About "life", there is a long history in China. The Confucians think them as a natural thing, and destiny the result of human activity and Heaven laws based on its theory of human nature. Its view of Life-and Death presents three characteristics: rationalism about death, being content with one’s lot and the priority of morality. Dao prefers to let thing take their own course. Its view of Life-and-Death lies in the priority of life, the same with life and death, and naturally unhurried way of living. So, nowadays, the Life-and-Death education can learn from those two cultures and help students build up and cherish the value of life. But overall, Chinese cultures put its focus on life’s quality of social and human, but ignore its individuality and nature. So, only by Chinese culture, Life-and-Death education can not be a dialectical one.About "death", western culture has profound study. The philosophy about death witnessed it’s been "astonished","desired" and "ignored", now it enters a new chapter,which represents the highest historical understanding, being faced. Existentialism is the example and among which,《Time and Being》 written by Martin Heidegger stands for the peak of this philosophy. According to his idea, living towards death is the way to live the confusion about life, and Being-towards-death can lift the fear of death. This attitude keeps individual from people and once the shelter of "us" was moved, individuals can be sober and fight for the biggest possibilities of life. So from this idea, the life-and-death education can help student build up the sense of destination. With the warning of time limitation, they will try their best to make all the possibilities come true.With the combination of Chinese philosophy of life and western philosophy of death, based on the unity of life and death, the education of life-and-death is just the one that is dialectical.With the restrictions of traditional culture, the best way to perform this education is to dwell it in the Chinese text. However, the author found out that the text exposes the Confucians’view of life-and-death through the text analysis of all the junior Chinese text books. Although some deficiencies have been corrected after the curriculum reform, there is not a big improvement about introducing advanced western wisdom. It emphasizes on life’s quality of social and human, but ignores its individuality and nature. What’s worse is that it seldom sees life and death as a dialectical unity. So it can not perform a sensible life-and-death education. In the future, curriculum content reform can make some adjustment and improvement so it can keep the balance of the four characters of life and death.