A Preliminary Study Of The Rationality Concepts, Standards And Development Of Educational Theory

The real history of pedagogy and education not only makes the originality of Pedagogyand Educational Research become bottlenecks which bothers Pedagogy and educationalscholars, but also makes Pedagogy and the rationality of Educational theory became focus foreducational scholars even publics. In the history of the discipline, it is an indisputable fact, itis also a problem concerned with the dignity of the major issues which scholars have beenworking hard trying to solve. Standing on the shoulders of predecessors, this study collectedcomprehensive rationality theory and scientific philosophy achievements, then we combed thelatest academic research and analysis for the evolution of educational theory developmentcontext and the necessity and legitimacy for its existence, and the interpretation for itsrationality.Because of the data type of literature, research ideas and framework of this paper is asfollows:Rationality theory is the whole background, while the outcome of scientific rationality isthe logical evolution clue of the article and educational theory is the material body in fact.Under the command of "rationality of educational theory", the conception of rationality, thestandards and the rationalization development composed the paper, by analyzing rheology ofthe conceptions and integrating evidence of the conceptions for determining the rationalitystandard and eventually settled to rationalization development. Looking back on the history,and keeping a foothold on the present, looking a head to the future, everything is a reasonableposition and for a better development.The main conclusion of the article to get here:Firstly, based on the fact that the imbalance of scientific development, people’sunderstanding at different stages of history is inevitable limited."Scientific" pursuit of scienceeducation is the outcome of the inertia of tradition in the history, and so education theory wasexcluded from science, and thus scholars worked hard in an incomplete way to exploregenerations.Secondly, according to the results of a new rationality theory and philosophy of science,the existence and development of pedagogy has its internal logic and real needs of thediscipline, and in a other hand, the progress of education theory is a microcosm of the wholescience. On the significance of new scientific knowledge, educational theory is science, butthe scientific degree of is another question. It remains to be people’s unremitting efforts and struggle.Thirdly, people have a new cognition for science, then knowledge of educational theorywill make a progress. However, new developments in educational theory can no longer followthe development path of pedagogy-from the educational practice but gardened by theacademic vision. In fact, the problem is the best opportunity for progress. Therefore, scholarson one hand should stick to the side of the dream of the theory, while in the long-term view,they must look into the practical problems which are really meaningful and valuable withtheir solid academic training. Only in this way, can we enrich our educational theory and keepits strong life.