about the lost pedagogy and pedagogy of confusion.(失去了教育学,教育学的混乱。).docVIP

about the lost pedagogy and pedagogy of confusion.(失去了教育学,教育学的混乱。).doc

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about the lost pedagogy and pedagogy of confusion.(失去了教育学,教育学的混乱。)

About the Lost pedagogy and pedagogy of confusion. Abstract: This article is education as a discipline from the embarrassment of the subject status and the present situation, analyze its causes, and described what is ‘truly independent education.’ Authors believe that education to become truly independent of the school must fundamentally change the concept of education to achieve academic education and research from a simple extension to the basic foundation of life, while specific educational freedom and academic responsibility. Keywords: education subjects independence First, education as a discipline of education in the awkward position of disapproval and suspicion of people have gone through ups and downs for centuries until today, the voice of censure for continuing education,] and the French education E ?professor of sociology Durkheim blame: ‘Education is often a utopian literature’ [3], China’s Professor Chen Guisheng insight into ‘lost education ‘and’ Pedagogy of confusion ‘in the face of this state, Fortunately, educators valuable in the sense of crisis and self-critical consciousness at the same time, give us the greatest feeling is: education is a subject-status and professional discipline is not strong, its independence has become a big presence problem. Second, the lack of independence of the error analysis of education pedagogy as a discipline has existed for centuries, which fully explains the existence of education has its rationality, however, the subject of suspicion and blame much independence forces us to had to think and re-examine the independence of education, I personally believe that education as a discipline of its lack of independence are the following reasons: (A) the narrow definition of independence in education history, even today, people’s understanding of the independence of education is still limited to the external objects, methods, knowledge and other specific aspects. In fact, the real problem has not been to

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