Educational Humanity Research Based On Kant's "Three Criticisms"

The question of “man”has always been a immutable theme in human history.However,this problem still haunts many scholars who are struggling to seek it all over the ages.Similarly,the discussion of “people” in education is also a topic.In recent years,along with the rise of “human learning” research,the topic of “people”in education has become increasingly active.As a new and urgent research topic,educational ergonomics has entered the research view of many scholars.However,the existing theory of educational ergonomics is slightly inadequate,and there is neither self-contained theory of educational ergonomics nor a clear definition of the concept of educational ergonomics,nor can it provide a useful reference for the practice of educational ergonomics.So we should conduct an in-depth study of educational ergonomics,but it is more important to find the key points of constructing the theory of educational ergonomics.Starting from Kant's thought of humanism,this paper tries to construct a research paradigm of educational humanism theory and make a beneficial exploration.The research methods of this paper are the using literature research method,comparative research,theoretical research method and comprehensive research methods such as combination of history and reality,international comparison and domestic analysis.This paper systematically expounds the concrete process of constructing educational humanism from the perspective of Kant's humanism thought,in order to enrich the theoretical basis of educational humanism research.Logically,the full text can be divided into four parts:The first part is the introduction that is the background of the study and the related issues of educational ergonomics are discussed.The introduction gives an overview of the background of the topic,the reasons and significance of the topic,the existing research situation at home and abroad,the purpose,ideas and methods of the study,and defines the concept of “educational ergonomics”.Educational humanism,as an unavoidable subject,should be grasped from three aspects.First is to start from the study of “human learning”."Human learning" and educational ergonomics have aprofound theoretical origin,therefore,this article on the development of “human science” at home and abroad,from the origin,content,theory to do a basic combing,for the study of educational ergonomics to carry out the necessary foundation.Secondly,it basically combs the three critical expositions of Kant's humanism thought.This paper expounds the necessary interpretation of the theory of knowledge,moral education and teleology of Kant's humanism,in order to closely deduct the subject of the thesis..Thirdly,from the existing educational ergonomics research to excavate resources,the present situation of educational ergonomics is clarified from origin,content and theory,which provides theoretical support and methodological reference for the study of educational ergonomics from the perspective of Kant.The second part(the first chapter)is an overview of the thinking of the ontology of educational ergonomics.The aim is to find the theoretical foundation of educational ergonomics and to find a fulcrum for the study of educational ergonomics.Taking the logical approach of educating people as the starting point,this chapter clarifies that there are two approaches to educational human learning: One approach comes from “human learning” and the other comes from the philosophical thinking of“man”.Then,the author analyzes the connotation of Kant's humanism thought,analyzes the characteristics of Kant's thought,which is not only “humanism” but also the philosophical thinking of “man”.Kant's “Artificial Nature Legislation”,“artificial self-legislation” and “knowledge/feelings/meaning” of the people's ideological content,which are Kant's ideological knowledge theory,moral education theory and teleology a high degree of generalization.These contents of Kant's humanism have become the basis of the construction of educational humanism theory,so the educational humanism from the perspective of Kant's humanism thought is composed of knowledge theory,moral education theory and teleology.The third part(the second chapter,the third chapter and the fourth chapter)mainly constructs the educational human Science with Kan's knowledge theory,the moral Education theory and the teleology.This part has carried on the necessary logical combing to Kant's knowledge theory,the moral Education theory and the teleology and takes this as the blueprint to carry on the education human Scienceknowledge theory,the moral Education theory and the teleology construction,divides into three titles: the Education Human Science knowledge theory unification,the education human science moral Education theory construction,the educator learns the teleology examination thought.In the construction of educational ergonomic knowledge theory,this paper mainly focuses on the concept of “innate comprehensive judgment” of Kant's Knowledge Theory and demonstrates the path of educational human learning knowledge generation.First is that the knowledge of educational human learning has “generative”,and the other is that the knowledge of educational human learning has the characteristics of “potential”.In the construction of educational humanism moral Education theory,this paper mainly grasps several concepts such as the main thrust of Kant's Moral Education Theory,rationality,freedom,Moral Law,goodness and “man is the purpose”.The paper deeply analyzes the characteristics of Kant's moral thought,such as logic,internalization,self-discipline and formality.Several implementation paths of educational human moral education theory are put forward: 1.Practical rationality is higher than theoretical rationality: moral education should be at the core rather than on the edge;2.“The penetration of freedom”,“ rationality” and “Moral law”: moral education is internal ascension rather than external compulsion;3.The pursuit of “goodness”:moral education is self-practice rather than knowledge indoctrination;4.“Reason itself is an end”: Man is an end and cannot be used as a means.In the teleology of educational ergonomics,it mainly takes Kant's “inner Teleology” as its dimension,and puts forward that educational ergonomics should adhere to the internal teleology,and expounds in detail the way of educating human beings to keep their inner purpose.The forth part(Fifth chapter,conclusion)makes a theoretical summary of educational ergonomics.The fifth chapter,with the theme of “The theoretical bridging of Educational humanism”,expounds that Kant is also one of the sources of Western irrational thought.The distinction between rationalism and non-rationalism is discussed in the general source.It will form natural will under the concept of nature and form free will under the concept of freedom,as mentioned by Kant in Critique ofjudgment.But Kant's exposition of “man” is aimed at “the complete person”.Therefore,the education of humanism should carry on the integration of rationalist education and non-rationalism education.This is also the philosophical purpose of perfecting Kant's “Man is the purpose”.Finally,This paper mainly combs the construction idea of the whole thesis,and puts forward the idea of further research.