Approaching To Complexity: The Shift In The Point Of View Of Education

In this dissemeion, the history of education has been classified as pre-moderneducation and modem education through which rationalism rms as result of thetendency on the closed and rigid education in regard to their distinctions. In thesmehang, thes dissertation thenks the history of education since the Greek times as thehistory of the simplified education.The main featUres of the simplified education, that is, orderly existence, thoroughcontIO1and m antoubon In eduCafon and foam atal opeIafon, have proved that it s akind of education without considering possibilities of humans, and a kind of educationaiming at cultivating the one-dimensional, plane and one-sided individuals. But itscharacteristics, i. e. the closed and rigid model and the nature of suppressing humans,had not showed obviously owing to certain reasons and even they had executedirresponsible function for the development of education before the modern times,while, the un-human characteristics originated from the simplifled education carne tothe highiy-lit stage from behind the cUrtain and has gone the extremity graduallyfOllowing the societal rationalism in the modern times.The preconditions that the simplified education marches toward complexity reston the change of the dimension of education and adaptation to the demands of theinfOrmative society. Understanding complexity shou1d start frorn the following twoaspects f firstly, education of complexity is put forward based on the reality that thecoming of the infOrmative age claims the new quality on hurnans and thephilosophical ideas that have changed such as epistemology and trUth and the study ofscience of complexity from the modem times; secondly, education of complexitymakes an artempt to understand and position education by the methods of complicatedthinking. In the view of complexity education of complexity compared with thesimpIified education, makes the essential discriminations on the educationalpreconditions such as humtalty and value and aspects of education itself such aseducational function and educational practice.The com of driCaAn in China expchtal 't 1edng fro m tbe nderncounthes" lerdiy Cr chgly from the modern times. In regard to its short time, theChinese traditiona1 education has changed in nature. Thus there exists the samenessbetWan the Chinere educafon and the W ta's in tbe mefor an To Pta kconcretely, the Chinese education unavoidably has the main characteristics of thesimplified educ4tion, fOr instance, knowledge, value, aims of education, methods ofeducation and management. This dissertation that reflects the simplified educationand tries to make the shift on education of comPlexity offers suggestions for thedevelopment of education in China.This dissertation can be divided into six chaPters. I make refiections on education2of complexity in the first fOur chaPters. l consider education of reality as thesimplified education from the aspects of the exhibition of the exist education in thefirst chaPtef, and then make an analysis on the history and causes of education thatreduced to the simplified education in the second chaPter, the tWo aPpraisals from theperspectives of necessity withen the certain space and time in the history and thelimitedness of education itSelf have been elaborated in the third and fOrth chapter Idraw conclusions from the first four chapters that simplified education brought aboutand fUnctioned in the certain historic times with several reasons, and that simplifiededucation should orbit to education of complexity with the historic development andmobility. The last two chaPters confirm the possibility of the shift on the point of viewof education and roughly compose the education horizon under education ofcomplexity. I state the possibility of the shift from the perspectives of the changingtimes, multi-value social background ad the discovery of cornplexity of humans in thechapter five, then expound edu...