Educational Philosophy and Christian Educational Perspective

Author: Qu Yingyu et al
Publisher:
Publish Date: 2005-08-01
Features: The author conducts research on educational philosophies and Christian educational perspectives from both vertical and horizontal dimensions. The book is divided into four parts:
Part I presents a historical vertical view of ancient educational philosophies, examining Greek, Roman, Jewish, and Chinese educational ideas.
Part II offers a horizontal cross-section of modern educational philosophies, exploring child-centered educational ideas (including Comenius's child-centered philosophy from the Czech Republic, Rousseau's active-child philosophy from France, Pestalozzi's holistic-child philosophy from Switzerland, Froebel's play-based teaching philosophy from Germany, Montessori's discovery teaching philosophy from Italy, Dewey's experimental school philosophy from the United States, and Gardner's multiple-intelligence philosophy from the United States). It also studies the educational philosophy of human development theory (including Piaget's cognitive development philosophy from Switzerland, Maslow's psychological development philosophy from the United States, Allport's group development philosophy from the United States, Kohlberg's moral development philosophy from the United States, and Fromm's confidence development philosophy from the United States), and specifically examines the educational philosophy of special education.
Part III presents an integrated view of Christian educational philosophies, comprehensively introducing Christian educational philosophies and their representative figures, such as Richard, Han Howard, Gankenny, Penmuru, and Li Luyi, while also researching Christian educational philosophies in China. On this basis, this part provides a concise summary of Christian educational philosophies, arguing that they are a comprehensive educational philosophy, a holistic educational concept, a comprehensive educational method, and a comprehensive educational orientation. The four "comprehensives" fully embody the integrated view of Christian educational philosophies.
Part IV explores postmodern educational philosophies from an investigative perspective. Postmodern educational philosophies are characterized by "investigation." From the development of the premodern period, such as the Carolingian Renaissance of the Roman Empire and Scholasticism, to the modern period's Renaissance, Enlightenment, and Romanticism, educational philosophies have continuously evolved through exploration, with different eras reflecting varying social attitudes and approaches to truth. In the postmodern era, previously established educational philosophies have been questioned by the theoretical community. In the latter half of the 20th century, postmodernists combined Hume's skepticism, Kant's subjectivism, and Nietzsche's will-to-power to deconstruct, dismantle, and cleanse the worldview, values, and life perspectives constructed by modernism, while simultaneously constructing new educational philosophies.
Based on the above research, the author concludes with the phrase "The sea of knowledge is boundless, and the heart of education is endless."