Plays And Education—Some Point Of Views On The Playfulness Of Education

It抯 common sense and true that the plays what are the means for the children to comprehend the life world are one of the natural and important lives of the children. They become significant tools for education because of their multi-functions. But it抯 only one aspect of the problems. For the child, play itself is a kind of life, and it抯 indeed his main existence. When we focus on the actuality of the general education of our modem country, we find that for some historic and complicated reasons, our school education lost the spirits of the plays and the connections with them. It抯 now becoming a kind of tiresome, close, and full of obligation activity, if it抯 not to the extent of simple and wildness. So come the phenomena of hating to go to school and playing truant! Aiming at resolving the problems, the dissertation tries to analyze the relationship between the plays and the education from the point of the phenomenological hermeneutics and the practical theory. The writer proposes that we, as educators, should stand on the point of views of educational theories and practices. That means, we抎 better on one hand induct the plays according to the education values and aims which are closely connected with the real lives of the child, and on the other hand make education full of livingness and sentiment by developing the spirits of plays the playfulness of education. The latter is more important. The dissertation uses several kinds of methods synthetically such as the historic research, phenomenological hermeneutics and the theoretic research and tries to make the whole relationship between the plays and the education become clear and rational. Now it has four sections: The first section analyzes the characteristics of the child抯 lives梩he enchantment of the homestead, the playful world and the real individual. On the basis of that, I try to put forward the representation and the causes of the crisis of the general education of our modern country. It is the instrumental logos and the utilitarian educational values that make the education and the playful lives of the children separate and cause people only to stand on the point of the adults which makes the phenomena of children?hating to go to school and playing truant happen often. Most of them regard the study as a kind of activity full of difficulties. In allusion to these problems, people try to use many kinds of ways to make children happy in the course of education, such as the 揾appy Education?and the plays, but the results does not turn up trumps. It抯 just to take temporary solution and not to effect a permanent cure. The second section begins with the analysis of the etymon and the historical views of the 揚lay? detects the differences between the 揚lay?and some other words such as the 揥ork? the 揈ntertainment?and the 揂rt? etc. This section also divides the plays into several parts and concludes that the play, as a kind of special activity, has some intentioned characteristics, such as the subjectivity of doing something, the aim of III >~ .1 ~g / ,2L ~ L ~f DOCTORAL DISSL~IAF ON producing more activities and keeping certain proper tension between the freedom and the structure/restrict, etc. The subjectivity of doing something emphasizes the subjective freedoms what have various levels. The plays?aim of producing more activities means that they don抜 want to be induced to the perfect ends, but just to keep the pr...