Abstract
1.Research questions
This thesis is termed "On the rational transformation of education: some
perspectives from the interpretation and the criticism of rationality of
education". The rationality of education and the rational transformation o
f education are refered to some questions which are the most concerned of
this thesis: (1) what is rational education? (2) how did rational thoughts
of education transform in the educational history? (3) why were there some
irrational things existed in the educational development process? (4) in w
hich ways may we transformed irrational education to rational education?
2. Research purposes
According to the research questions, the main purposes of this thesis are
: (1)to explore the rationality of education, (2) to reconstruct the rati
onal thoughts of education, (3) to interpret the rationalization of educat
ion in the processes of societal rationalization, (4) to criticize the rat
ionality of educational praxis in our country, (5) to explore the rational
transformationof education.
3. Research methods
The following methods are used in this thesis: (1) the method of historic
al hermeneutics, (2) the method of philosophical hermeneutics, (3) the met
hod of critical hermeneutics, (4) the ideal typing method.
4. Research conclusions
Through the interpretation and the criticism of the rationality of educati
on, and through the exploration of the rational transformation of educatio
n, the conclusions of this thesis are as floows: (1) in substance, educati
onal development is a dialectic process in which the rational education an
d irrational education are dialectic with each other, (2) there were facts
of rational transformation in the education development process; and the r
ational thoughts of education have been transformed through liberal educat
ion, specialized education, general education to whole person education, (
3) the whole person education is one sort of rational thoughts of educatio
n at present and in the future, (4) in order to attain substantially-ratio
nal ends, rational education should take formally-rational actions as mean
s, (5) imbalanced rationalization inside and outside of education were mai
n causes which made educational imbalance, (6) noneducational factors, suc
h as traditionally cultural ideas、 political interventions、 economic for
malism and over uniformed institution etc., caused education to be somewha
t irrational education, (7) irrational education must be transformed to ra
tional education through the ways of transformation of symbolic and value
systems、 normative systems、 interactional systems and organizational sys
tems.