Philosophy Thinking Of Life Education

Life education is one of the hotspots in the study of Chinese educational theory in recent years. In China, the saying of life education is initially stems from the protection for the lives of nature. However, with the continuous development of educational theories of life and perfection, it gradually developed into a theory caring for one's spiritual life. Life Education as a new educational theory or philosophy, it directly criticises today's "instrumentalist education." We can say that Life education is a kind of profound reflection for today's"No People"education. Today's China is dedicated to building a "people-oriented" harmonious society. Nowadays, the history selected the "people", so as to provide the social basis for that education concerning about life. The implementation of life education is the pursuit of education and it ought to be an inevitable choice for the times.However, the "prosperity" of life education theory did not bring substantial progress to the practice of life education. Life Education seems to be highbrow type of research which has been shelved, unable to play the value it deserves. In this paper, basing on the past research results, concretely analyses the life educational theory and practice problems of China that education is not the formation of scientific, systematic understanding of life education and failed to grasp the essence of the life education, some words too literally, out of context to Newcastle. Therefore, if we want to understand the essence and spirit of life education content, we must use the philosophy thinking towards life education. The philosophy thinking does not consider a thing with superficial ideal, and simply support or oppose a previous conclusion, but a deeply animadvert and rethinking, so as to rationally clarify the meaning of life education, and make life education"a vivid unification of idea and practice." This paper comprises five parts:The first part is the introduction to the article. In this section, firstly it is a brief review over the developments of life education at home and abroad, mainly discusses the life of the development of education in our country as well as the necessity of implementing the life education in China. Secondly, talking from the life education problems that currently exist in the present life, there are the following issues in the currently research, namely, the knowledge to"life"in life education is not comprehensive enough; the position of orientation to life education is biased; the practice of life education moves forward with difficulty. And it analyses the causes of the problems, which leads to the significance of studying this paper, that is only to experiencing a philosophy thinking towards life education can we understand the nature and meaning of life education so that it can duly play its value of existence.The second part is about absolute explanation for the meaning of life education. This part based on current problems of life education that what the"life"meaning in life education. Life education should advocate the following basic ideals: First of all, life education should care for all "life". As an educational ideal, life education should take "all life" as a kind of world view and methodology to guide students to realize that "life" essentially includes all the biological life---human beings, animals and botanic life.In the third part, we dissertate the dual standpoint of life education. And this paper mainly aim at the current problems of life education that what the standpoint of life education. This paper considers that only when fully balances"individual and society", can life education truly get a rational choice.The fourth part is a rethinking on practice of life education. Life education encompasses diverse practical ways. As a neonatal educational theory, life education takes the current educational issues as its starting point and foothold. It is not merely the concept of pure theory or a set of rules, it is also provided with comparatively strong practicalness diverse forms. The fifth part makes a conclusion and gives an expectation. Hoping that the spark of life education can become dominant belief to solve essential educational issues such as eager for instant benefit, fickleness and ignore life and make education a perfect way to well-being.