On Li Zehou’s Historical Ontology Implications For Education Practice

Since the1950s, as the most representative and controversial philosopher withoriginality, Li zhehou’s academic thought has drawn a lot of attention to different subjectareas, while his thought has not been studied and referenced adequately by the educationalcommunity. This paper starts with Historical Ontology which as the center of Li’sphilosophical thought, based on the basis understanding of Historical Ontology andcombined with his important concepts: accumulation, emotion ontology, degree noumenon,finding truth and ethics through aesthetic etc, to inspect and study the academic value ofHistorical Ontology from the theoretical perspective of pedagogy, to consider and constructthe theory of education practice from the philosophical perspective of Historical Ontologymeanwhile.After the introduction of Historical Ontology, this paper focused on the view ofeducation and viewpoint of practice, and made a basic definition on the essential connotationof education, practice and educational practice. And proposed that: from the perspective ofphilosophy, education proceeds and develops as a valuable practical activity that makeshuman existent and extended; while from the view of education research, education must bestudied by scientific and philosophic methods which is: understood with regularity, but alsochosen with value; then based on the view of practice of Historical Ontology: taking thematerial social labor (making and using tools) as an important role to the existence anddevelopment of human being, education practice can be regarded as systemic and process ofsocial activities based on the understanding of the education and the people in education, tosatisfy the developments of the individual and the society, and what it pointed and purposedto is the reality survival and living of human being. Then after making an understanding anddifference for the logical starting point between education and pedagogy, considering thebasic premise for education practice is to respect the human reality which is presented in threeways: rational reality, spirit and ethical reality that originate from the interpret of pragmaticreason, happiness culture and two kinds of moral etc in Historical Ontology.After mentioned above, and based on Historical Ontology, this paper proposededucation purpose of human nature which considers the nature of humanity consisting ofstatic and dynamic states while the nature of education purpose is with the characteristics ofsubjectivity. The purpose of education is to cultivate the ideal human nature of the educatees.But education should not make presuppositions with value for the as-purposed ideal humanity,and what it should concern and pursuit is the entirety of the basic structure of human nature, namely the subjective aspects of human nature, including cognition, will and aesthetics, etc.Finally, this paper combines concepts of historical ontology, emotion and aesthetics toillustrate the rational process of education practice. The so-called rational process ofeducation practice refers to explore and construct the legitimacy of education practice in theeducation process. Concepts of degree, emotion and aesthetics in historical ontology pointedto a specific method, idea and motivation in education practice respectively. And this paperputs forward some concrete measurements to make "degree","emotion" and "aesthetics"come true in the education practice.