? Education itself has no purpose. Only people, parents or teachers, have a purpose; The abstract concept of education has no purpose. Therefore, their purpose has endless variation, which varies from child to child and changes with the growth of children and educators.
? All good educational purposes should have the following characteristics:
? 1. The purpose of education must be based on the individual's internal activities and needs. People always have a tendency to put forward the same goal, ignoring the special abilities and requirements of individuals and forgetting that all knowledge was acquired by one person at a specific time and place. Adults have a wide range of knowledge, which is valuable for observing children's abilities and shortcomings. However, it is one thing to observe children's activities in the context of adult achievements; Fixing the achievements of adults as a fixed purpose, regardless of the specific activities of the educated, is completely another matter.
? 2. The purpose of education must be transformed into a method of cooperation with the activities of the educated. This goal must provide an environment for liberating and organizing their abilities.
? The defects of educational purposes imposed by the outside world are deeply rooted. Teachers impose the purpose accepted from superiors on children. The first result is that teachers' wisdom cannot be free. He can only accept the purpose set by his superiors. This distrust of teachers' experience reflects distrust of students' reaction.
? Educators must be alert to the so-called universal and ultimate goal. When we say that education does have its own rewards, we mean that unless learning or training has its own direct value, it has no educational significance. A truly universal purpose can broaden people's horizons and inspire people to consider more consequences. This means a broader and more flexible observation of various means. The more comprehensive a person understands the possible achievements in the future, the less bound his current activities will be by a few alternative methods.
? The so-called general or comprehensive purpose is nothing more than a broad observation of the current field of activities. When we actually do something, we must choose a specific action at a specific time, but no matter how many comprehensive purposes, they can coexist and go hand in hand, because they are just different views on the same scenery.
? Therefore, the more general our purpose is, the better. One statement can emphasize what another statement ignores. Many hypotheses can help researchers and many purposes can also help teachers.
? A goal shows the result of any natural process, which is realized and becomes the factor that determines the current observation and action choice. The so-called purpose is that we act in a specific situation, can foresee the different results produced by different actions, and use the expected things to guide observation and experiment.
? A real purpose and the purpose imposed on the activity process from the outside are opposite. In education, due to the popularity of these externally imposed purposes, the educational viewpoint of emphasizing preparation for the distant future makes the work of teachers and students become mechanical and slave work.