Study On The The Humanity Hypotheses Of Educational Purposes’ Steering

Human being is the object of education, so it is the starting point of education. Different humanity hypotheses determine different comprehensions of education. The purpose of education plays a very important role in the process of education, which guides the direction of education and inspires human being’s self-improvement. Only if the humanity hypotheses of educational purposes make right choices and highlight the significance of human being, can educational purpose realize its value. Otherwise, it will turn abstract.Throughout the humanity hypotheses of Chinese and Western’s traditional education purposes, such as sage, gentleman, wise man, religious man, rational man, natural man, The common orientation of these humanity hypotheses is the abstract of human. The cause of way of thinking leading to “abstract human” is to reflect on human in the transcendental ontological way of thinking. The character of its transcendentalization, species, polarization and preformation leads to abstract human being.In order to change the preformed, absolute and single humanity hypotheses, the way of thinking should be converted. The practical ontological way of thinking focus on human’s reality, integrity and generation. With the way of thinking to consider human beings, they are the productions to create themselves continuously in historical development process rather than permanent things."Real human being" is the one to be regarded as with the practical ontological way of thinking. "Real human being" is needy, concrete and evolving in history. Only if "real human being" taken as the modern educational purposes’ humanity hypothesis, can it highlight the significance of human and realize its value. Whether educational purposes’ construction or change must take way of thinking and humanity hypotheses into account. The research of the educational purposes’ humanity hypothesis diversion has significant value on contemporary education in China.