Study On The Structure Of The Education Practice Rationality

Both theorists and operators have a strong argument about the relationship between education theory and education practice at the beginning, then they begun to find their own way out from fierce argument to self-criticism and self-reflection. So, the education operators had the tendency to despise and exclude or even stand against education theories, they found some problems as following: some people have theoretical philosophy trend. They are used to applying "scientific" education theories to instruct practice. As a matter of fact, such kind of view is unreasonable because it is not "pure" theories that can direct practice and it lacks account for the characteristics of education practice. Some people has the partial criticism of the education theory because of the shortage of analysis and comparison of the value conception of the scholar who introduced and proposed the theory; there are still some misunderstandings towards education practice because of the shortage of the features oriented, especially the "context dependence"; the rationality analysis mode have not fully used in applying education theories. In fact, this mode is suitable and more apparent and explicit than other similar concepts to analyze the psychological activities in the process of putting education theories to practice.The concept of education practice rationality is put forward on the basis of the unity of the science and value of education theory, contextual nature of education practice and general practice rationality. The unity of science and value demands the knowledge of facts in education phenomena or problems as well as the importance hidden in them. One should not deny the science of education theory because of different values, nor should one deny the value of education theory because of pursuing science. Be aware of the contextual nature of education practice, one should consider the characteristics of different areas and objects to avoid stiffly copying education theory.According to above analysis, education practice rationality means grasping the science and value of education theory in terms of rational patterns such as logic, abstract and consequence in the process of forming practice thinking, that is, education science rationality and education value rationality. Education science rationality takes on the characteristics of objectivity, logic, abstract and uniqueness, while education value rationality takes on the characteristics of value, subjectivity, diversification and transcendentalism. Knowledge of education contexts is often sensible and can be perceived without rational thinking, but it also needs careful observation and complete understanding. Its general features of contextual dependence, materiality, temporality and reality are interrelated and indispensable. Education science rationality is the base for the understanding of the other two concepts, while education value rationality is the bridge between education science rationality and the knowledge of education contexts, and knowledge of education contexts provides necessary perfection for the other two concepts.The recognition of the constituents of education practice rationality and their relationship offers conditions to research into its dynamic structure. This dynamic structure is composed of the following three aspects: First, study education theories to get the base for your judgment. Second, analyze your own values and the values of the theory proponents to form your own attitude toward the theory. Finally, master the specific contexts of the engaged subjects as well as the surrounding areas and then choose appropriate theoretical methods, research tools and procedures.