| The word "life" has found its mighty position in education language, making education glittering with the brilliant idea of the proposition, and many famous theorists have been involved in. "The education on life ", known as an experimental subject, has been known to all. However, what does life refer to in current education? Which life philosophy concepts should education be linked with? In what way education should keep pace with life? As a result, many questions have been raised. This paper attempts to trace the concepts of the past, the modern and the post-modern philosophy, highlighting the human subjectivity and the overall loss of life in modern philosophical concepts. Based on Bergson's life philosophy, the author is trying to sort out the philosophical origins and the practical significance in the current " education on life ". This paper also attempts to pursue the possible model of the " education on life " in accordance with the outstanding teachers' practice, trying to achieve the initial communication from theory to practice.This paper includes five chapters.The first chapter is the introduction, where the author analyzes the main questions in the " education on life" and summarizes the significance of the study theoretically and practically.In the second chapter, the author mainly analyzes the erosion of the rationalism to the integrity of the human and the characteristics of Marxism' thinking mode: absolutism, predetermism, identicalism, utilitarism and their shackles to the subjectivity of human, and the educational concepts under the influence of the thinking modes of rationalism and Marxism are further explained.In the third chapter, the author summarizes a few philosophical representative figures in modern and post-modern time, such as Sartre, Nietzsche, Husserl, Dilthey, who were devoted to the salvation of humanity, attempting to sort out the intentions and trends of the focus of "individuality" , the safeguard of the integrity and the abundance of people ' state of minds, authenticity and value in post-modern philosophical time.In the fourth chapter, the author gives a brief overview of Bergson' s main concept of philosophical life, explaining Bergson' s philosophical respect for life and the characteristics of the Prometheus of life, making an extension of its philosophical concept' s inspiration for education.In the fifth chapter, based on the above-mentioned philosophicalconcepts, the author reviews the current educational realities, expoundsthat the current education should be capable of such educational values as" witness ", " the presence of the individual", and " the presence of thelife", and the above ideas are analyzed from the point of practice.The last chapter is the conclusion. |
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