From Knowledge To Wisdom: A Research On Renovation Of Teacher's Role From Life-emph Arised Education Perspectives

Education is the face of life and it enhances the quality of life. Teachers play a role of caring for students'life and guiding their development. With the idea of an education of life, attention to and the care of life have become a social pursuit of value. But the status quo of education as a tool causes people to think. Teachers while imparting knowledge ignores the completeness and harmony of students'life. In view of this, this paper attempts to view education in life, to explore teacher's roles and try to construct a new role for teachers of wisdom.This paper, using documents, interviews and case analysis, examines the characteristics of life and concerning educational philosophies. A new role and the strategies of developing it are explored under the perspective of life of education. The paper is divided into five parts.Introduction presents the reason and significance of the study, the present researches at home and abroad, and also the core definition of the concept, the research method and innovation.In the second part, life education is used as the starting point of constructing a new role of teachers. The characteristics of life: integrity, autonomy, transcendence and uniqueness are introduced. The basic concept of life education—its starting points (confronting life itself), process (comforting to the natures of life) and result (nurturing soul, searching the meaning and value of life and improving the quality of life).Part three is the positioning of teacher's new role in the perspective of life education. Life is understood as the starting point of understanding the new role of teachers—having the values and characteristics of teachers of wisdom. The main features of teachers of wisdom are: that they care for students'life, believe that teaching is a meaningful activity of giving and gaining, have a humanistic sensibility and are courageous to pursue the continuous professional development.The lack of life meaning of "knowledge-based teachers" and the trajectory of their roles are examined in part four. By studying the interviews of secondary school teachers and relevant literature, the presentation of the lack of life education for the "knowledge-based teachers" is analyzed and the change of roles of teachers is proposed—from teaching linearly to teaching interactively; the integration of knowledge in book and in life; from being granted to experiencing; from discipline to dialogue; from inheritance to creation.The strategies of constructing new roles of teachers from the perspective of education are presented in Part Five. First, the sense of self-development of teachers should be enhanced, which is the key to building the new role of teachers; Second, a correct view of students must be established, which is the basis for construction of the new role. Third, harmonious teacher-student relationship of equality should be built up—this is a bridge for constructing new roles. Finally, the support or the external strategies for constructing the new role of teachers should be available.