The Original Education Theory And Generative Process

According to the definition of Original Education Theory the author made in this article and the history of Education Research, the author will analyses the established education theories, especially the western’s, in order to prove the assumption discussed in the article at the expense of considering these factors comprehensively.Drawing on two philosophical terms "Time Priority" and "Logic Priority", the author maintained that the Original Education Theory is such an one that it must be "Time Priority" and "Logic Priority" to others, the first meaning referred to that the Education theory is constructed firstly; the latter meaning referred to that the Education theory can account for more phenomenon.It is generally recognized that the human beings’knowledge of education had evolved from the educational experiences, educational thinking, educational theories to educational disciplines. And there is some relations existed in between the educational theories and educational thinking and between educational theories and educational disciplines, in addition the author hold that there are three stages, pre-theory, standard theory, pre-discipline, in the educational theories’development, therefore the author concentrate the pre-theory stage and the pre-discipline stage, these are discussed from the forming of the Original Educational Theory; Anything in the world must exist with a history on the basis of a philosophy of materialism and dialectics, so the original change of the theories character must have its own history, these are discussed from the success of the Original Education Theory.All these are just a series of presumptions, however, it is crucial to ensure these statements. In philosophy research, there have been some concludes of purpose, German scholar Brezinka also regard the education purpose and method as the core question, the author consequently weight that whether one theory is original depend on the conception of education objective and method.The author concluded that the researchers had had a sense of the casual relationship between the education purpose and method and applied it which is characterized by acting with no plan and acting followed with plan in the pre-theory stage, and in the pre-science stage, the researchers had proved the casual relationship which is characterized by planning followed with acting; Actually these changes in the pre-theory and pre-science had expanded and enhanced the extent of explaining, the former transferred from hidden determinism to conspicuous determinism and the latter continuously converted to a complex thought.