(1) "individual-oriented" view of educational purpose. The value orientation of individual standard is mainly reflected in the educational thoughts of naturalism and humanism, and its main representatives are Rousseau, Pestalozzi, Kant, Maslow and so on. The "individual-oriented" view of educational purpose holds that human value is higher than social value, and human is the fundamental pursuit of educational purpose. Its main viewpoints are as follows: ① attaching importance to human value, personality development and its needs, and taking the development of human personality and the satisfaction of its needs as the value of education; ② It is believed that the fundamental purpose of education is to make human nature and instinct develop naturally and meet human needs; ③ It is advocated to establish and stipulate the educational purpose according to the development of human nature and the perfection of human's "natural needs". The "individual-oriented" view of educational purpose regards people as the fundamental basis for choosing educational purposes and values people above social values. However, in different historical development periods, their views are also different.
(2) the "social standard" view of educational purpose. The idea of "social standard" prevailed at the end of 19 and the beginning of the 20th century, with Kerschensteiner, Comte and Durkheim as the main representatives. Its main viewpoints are as follows: ① it is argued that the purpose of education should be determined according to the needs of society, and the individual is only the raw material of education processing, and his development must obey the needs of society; The purpose of education is to cultivate the educated into citizens who conform to social norms, socialize the educated and ensure the stability and continuity of social life; (3) Social value is higher than personal value, and the existence and development of individuals depend on and belong to society. The value of evaluating education can only be measured by its contribution to society.
(3) the theory of "harmony". Some people try to reconcile the differences between personal standards and social standards in order to take care of both individuals and society. For example, Dewey, an American pragmatic philosopher and educator, believes that the educational process has two aspects: one is psychological; First, it is sociological and advocates "coordinating personal characteristics with social goals and values". Its main viewpoints are as follows: ① Advocating child-centrism. Oppose imposing goals on the growth process without children's instinct, needs, interests and experience, and think that this is an external coercion to the growth process and the education process, and a rude interference to children's personality; Advocate "social center", emphasize "putting the social aspect of education first", and demand that education "become a servant of democratic thought" and act as a tool to resist so-called absolutism and totalitarianism; In order to give consideration to these two aspects, Dewey also put forward the view that "school is society" and wanted to "make every school a primary social life" in an attempt to ensure the harmony of the big society through this "small society" activity.