On Dialogue In Educational Field

The discussion on educational dialogue is a response of dialogue philosophy in the field of education. As an important theory and practice problem,"dialogue"is catching the attention of both educational theory and practice. From"dialogue as a method"to"dialogue as a way of thinking", the connotation of educational dialogue is expanded and deepened constantly. Because the lacking of an ontological interpretation of educational dialogue, the question"What is educational dialogue"has always been asked by theory and practice. Currently, the theories about"dialogue"have been demonstrating the enormous superiority, but there is still very big impediment and barrier between dialogue and teachers who fulfills dialogue. It is a"real"question of how to make"dialogue"approach teachers truly and internalize a kind of life style and working way of teachers, which needs to be replied by educational research.This artical re-examines the relationships of dialogue in educational field from hermeneutic perspective, and then interpretates the profound connotation of educational dialogue from ontological pespective. Based on the research achievements of existing studies, the article attempts to go beyond the limitation, which takes relational thinking in methodology, phenomenological principle"returning to the matter itself"and hermeneutics practice philosophy as research angle of view. In other words, the author observes educational problems"returning back to education itself", asks the questions according to the real situation of education, collects the materials, describes the educational realities and constructs the text interpretations. Here, education is not an abstract conception and theory, but a rich, developing and meaningful field of dialogue. The teachers bear the essential meaning and value of education as a direct participator, experiencer and possessor of more cultural capitals. Undoubtedly, teachers'position is highlighted unarguably in this field. So the article describs the relationship between teachers as"I"and"others"in educational field discreetly. On this basis, it discusses the approach to dialogue in hermeneutic theory.The full text altogether divides into seven chapters:The first chapter starting from the"meaning"crisis of education, reconsiders the reasons of meaninglessness and treats"dialogue rationality"as the effective ways that can make education goes out the crisis. The second chapter is the ontological interpretation of dialogue. It analyzes the connotation of dialogue from etymological perspective and elaborates the theory about dialogue in westen nations, then puts forward the meaning of dialogue in this research. In the third chapter, the article interprets the hermeneutic connotation of educational dialogue and proposes the field that educational dialogue occurs from relational thinking perspective. Then the article analyzes the characteristics of educational field and draws forth the appearance of teachers. The dialogue in educational field involves a lot of respects. The recovery and reconstruction of dialogue relationship concer many complicated factors. Taking the teachers as the starting point and the goal, the article spreads out from the following aspects: subjective dialogue between educational subjects; interpretive dialogue focused on understanding and meaning generation; reflective dialogue emphasizing reflection and self-promotion; critical dialogue aiming at cooperation. Namely, Chapter Four, Subjective dialogue: teachers and students; Capter Five, Interpretive dialogue: teachers and curriculum; Chapter Six, Reflective dialogue: teachers and teacherselves; Chapter Seven, Critical dialogue: teachers and researchchers. Entirety, the artical covers ontological, epistemological and valuabal dimension and permeates the meaning of dialogue to education, teachers and students'spirits. Among them, dialogues between humans are apparent dialogue, and others belong to implicative dialogue. Fundamentally said, the implicative dialogue serves the apparent dialogue. The purpose of dialogue is"understanding"and"spirit constructing", richness of life world and abundance of life of teachers and students. The ultimate objective directs the"qualitative"promotion of education.The incomplete nature of dialogue decides that teachers'dialogue is in the journey forever. Teachers should unceasingly persist in phenomenological reflection and hermeneutic understanding to their educational actions in order to obtain the practice wisdom and to become teachers who own educational wisdom.