A Study On Non-institutionalized Education

Non-institutionalized education is a social practice activity that aims at cultivating people,which exists outside the state’s institutionalized education.It plays a very important role in the development of society and the growth of individuals.Since modern times,non-institutionalized education has encountered many theoretical contradictions and practical dilemmas that are not commensurate with its own situation in the process of social development and change.Based on this,this paper starts from the historical perspective of the existence of non-institutionalized education,and firstly examines and explores non-institutionalized education and related important issues,and seeks and constructs its social and individual levels.The paper mainly contains three parts:history and problem part,logic and ontology part,and transformational construction part.The first part mainly analyzes the origin of non-institutionalized education from the phenomena view;the existence and development in ancient society,and it has suffered under the impact of western modernity in modern times.The second part bases on the further exploration of the first part:First,the analysis of the complex logic of non-institutionalized education personality in the context of ancient and modern social structure,and the social dimension of modern dilemma.Secondly,it analyzes the life ontology of non-institutionalized education,including the two-sided three-tier structure and two foundations of individual life ontology,and the individual reasons of modern dilemma.The dialectical relationship between the first part and the second part is finally merged into the third part of transformational construction.The third part is the further integration and construction of contemporary non-institutionalized education on the dual level of society and individual,practice and concept,to promoting the growth and development of non-institutionalized education in the present and the future.The paper believes that the ancient non-institutionalized education had developed a relatively deep rationality value and emotional core.At the same time,its double-sided personality had also been fully developed.However,the hierarchical nature of ancient non-institutionalized education also reversed its potential to continue its development in the depth direction.Since modern times,due to the impact of western modernity,there have been dramatic transformations within China’s society.The process has promoted the liberation of non-institutionalized education;but because non-institutionalized education has also accepted the core of modernity.The instrumental rationality and capital logic make it almost give up the value of rationality and the emotional core of historical accumulation,obscuring its personality beyond independence,and finally fall into the trap.It is difficult to easily dissolve the complex contradictions.between tradition and modernity,individual and society,tools and values.Facing with these dilemmas,non-institutionalized education needs to rethink the value and rationality of traditional non-institutionalized education,the value of emotional core in contemporary society,and try to construct the transformation of non-institutionalized education from the social and individual levels.China is still in the process of modernization,and the social situation is very complicated.It requires researchers to be more cautious in confronting the ideological and realistic conditions of non-institutionalized education,and in-depth examination of the theoretical dilemmas and realistic contradictions involved in order to explore more appropriate transformational paths,which in turn promote the modern non-institutionalized education to be revealed by the hidden identity and status issues.Then the value and function of the alienated can be effectively improved.On this basis,the spirit of non-institutional education and the actual activities are gradually moving towards the path of free and healthy development.It is the ultimate goal of this study and the shared responsibility of all members of the society.