On The Bourn Of Education

The bourn of education suggests a world of meaning perceived and formed by education subjects. The bourns are worlds illuminated by 'soul' and worlds where the three types of education subjects live in respectively. Its connotation can be perceived as follows. One refers to a meaning world comprehended by educators after they perceived the actual significance of teaching motivation, technique and profession role through teaching practice. The other indicates a meaning world formed by students when they perceived the actual significance of learning during acquisition process. And still other is a meaning world constructed by school units after they perceived the actual significance of education value during the process of implementing pedagogical activity. The bourn of education can be connoted from two dimensions- individual and holistic respectively. Meanwhile, the individual perspective can be further divided into two aspects, of 'the teacher' and 'the student'. The former one can be examined from three perspectives, the teachers' motives of engaging in education, their teaching techniques, and their self-localizations for the level of their professional role. Firstly, as to the motives, there are three ascending levels of making a living, a sense of responsibility, and a status of enjoyment. Secondly, as to the teaching techniques, bourns can be divided into three: an overall sensational cognition, a rational cognition upgraded from sensational cognition, and a comprehensive understanding of the essence. Finally, as to the teachers' self-localization, there are two hierarchies: instructing as well as lecturing particular professional knowledge; and conducting students to better behave themselves. The latter one of the dimension of students' includes passive reception of education, awareness of education, and the highest level of enjoying education. If we overlook education in a holistic perspective, there are two bourns, object-orientation and human-orientation. The ideal bourn of education should follow the value judgment of human-orientation and create a two-win model enabling both teachers and students to acquire their own developments. Pedagogical activities are expected to pursue a higher bourn. To elevate the bourn of education is a necessity of individual development, a request of the essence of education, and a premise for ensuring education quality. Practice and cognition pass for two paths to upgrade the bourn of education, and during the upgrading process teachers, students, and schools are considered to be the subjects. Along these two paths, there are a variety of concrete ways and methods to realize our desired bourns of education.