A Study On The "Dao-Lu" Of Actual Education In The Perspective Of Generative Philosophy

The nature of philosophy is reflecting and criticizing. Based on the thought and logic of Generative Philosophy, the promising Pedagogy of Generative Theory makes a critical review on the preconditions of several fundamental problems and issues in educational theories. Thus, the ontology of education on which the characteristic and spirit of modern era were shown, and which would exert normative and orientation-guiding impacts on education theories and practice. was established. And as a result, the theoretical consciousness on the way of educational inquiring was achieved.The system and clue of this thesis could be divided into six parts, namely presenting the problems, proposing the main points, expanding the demonstration, deepening the demonstration and achieving the conclusion. On the basis of full absorption of the current theoretical literature in the academic area of philosophy and education, the author analyzed several fundamental theoretical issues of actual education in philosophical ways.Firstly, the history and progress of western philosophy and Chinese philosophy were reviewed. The author analyzed the wisdom and idea of Generative Theory in life philosophy, process philosophy, traditional Chinese philosophy and Marxism, thus some ideological resources and theoretical weapons that full of inspiration and can be used were found. Secondly, three important basic issues, namely, views about education reform, views about the nature of teaching and the foundation of educational life-world in perspective of Generative Theory, were reviewed through the philosophical thoughts of Generative Theory.And then a point was put forward: under the external form of“radicalism”in education reform implies logic of overoptimistic determinism. In the comparative and cultural perspective of the development of western education and Chinese education, the author proposed a concept of "progressive generation" for education reform. Similarly, through in-depth reflection on the misunderstanding to“Epistemology of Instruction”in education research, an idea that reconstructing Epistemology of Instruction and Instruction Theory by the logic of practice-oriented and practice-based thoughts was proposed. From the foundation of generative thoughts in Maxims, the author analyzed and reviewed the preconditions of a current popular idea that education should return to life-world, and the author’s argument was that education should return to the actual-life-world. Furthermore, by reviewing the human existence in modern society, the author proposed a concept of“generating through the existence with numberless likelihoods and changes”about individual student.Thirdly, in current-transcend level, this thesis reviewed critically the thinking and the metaphysical thought of generative education, clearly declared the path of“existing through action”and the“Dao”of“generating through reason”. And the thesis advocated the way of thinking of Pedagogy of Generative Theory, namely, "from the poles to the intermediary," and value standards of Pedagogy of Generative Theory, namely, "from absolute to relative", and at last the construction principles of Pedagogy of Generative Theory, namely, "create the necessary tension and continue to break the delicate balance".Pedagogy of Generative Theory is a probable and promising form of the philosophy of education. So the "metaphysical thinking" and the“generative acting”are indispensable, and that are just the“Dao-Lu”we need to confirm for actual education.