Probing Into The Educational Value Of The Inter-subjectivity Theory

Starting from analyzing the practical education, the thesis puts forwardthe point that the biggest malady affecting practical education is education takingmolding people for ultimate goal, and by employing the method of operation which ischaracteristic of the subject transforming the object, the person transforming the world,education has become a technical conduct without any distinction from the mechanicalproduction process. Instrumentalism education is based on the modern philosophicaltheory of epistemology. Supporting the dichotomy between the subject and the object,the theory of epistemology pays close attention to how the subject is understanding andtransforming the object. Under the direction of this theory, education regards developingpeople's ability to possess the outside world as its aim, employs some technical methods,such as practicing, inculcating, to accelerate the process of turning people intoinstruments, and thus deviates from its historical mission-to be concerned with personalintegrity. Now the modern philosophy has changed its emphasis from on how thesubject is understanding the object to on how one subject is coming into contact withanother subject. Inter-subjectivity theory represents the development tendency ofmodern philosophy. With philosophy as the route sign, education should follow thetendency as well.Inter-subjectivity theory provides us with a brand-new angle of view tore-understand education as well as people in the world of education. Our educationreform need to transform a mental containment fundamentally, that is to say, we needchanging the idea of dichotomy to people-oriented mode of thinking. Because as aman-made and for-man social practical activity, education is actually a communicativebehavior between educators and those being educated as intact person, which is notthe mechanical action between the two objects, even not the person possessing, utilizingand transforming the object. Education is indeed the inter-subjective communicativebehavior. In the way of communicative structure, "subjective—objective—subjective" isa integral structure, and "subjective—objective" is only a part. Hence education doesnot belong to the instrumental behavior, and it should belongs to the inter-subjective communicative behavior which follows the moral principles governing humancommunication instead of technological rules between people and the objective world.On the contrary, the education belonging to inter—subjective communicative normalform pursue a kind of capital person, being equipped with inter—subjectivity.The above is the train of thought and the mean of writing for this thesis. The mainbody can be divided into three parts: the first part mainly discusses the inter—subjectivetheory and the problem of re-understanding education in theory, and presents, expoundsand proves theoretically the point that education is a kind of inter—subjective behavior,the second part is the main body of the thesis which analyzes concretely the values ineducation of the inter—subjective theory, and discusses the theoretical basement andpractical strategy in the view of educational goal, knowledge education, instructivepractice and moral education, to provide our education reform with a angle, the thirdpart expands even more concretely that the spirit of inter—subjective theory embody theeducational practice, can the real education reform come true. Of course some practicalconditions must to be supported: renewing educators' mole of thinking, creating andesirable environment and concerning the emotional inter—subjective communication.