Philosophy of education is an unanswered subject. In the history of educational philosophy, Dewey saved modern educational philosophy. Although people have different attitudes towards him in different times, his contribution and status are undeniable.

However, Dewey's firm pragmatic stance was finally rejected by the more firm utilitarian reality, and his fate from prosperity to decline seemed to be a "metaphor" of educational philosophy.

Is it necessary for scholars interested in educational research to think about such a question: What is educational philosophy doing? What can you do? What should I do? Where is the boundary of educational philosophy? Talking about the importance of educational philosophy to education today is probably just a repetition of common sense, and it is also common to use a few words of western philosophy to dictate the current education.

However, the existential educational philosophy unexpectedly shows its unique charm. On the basis of a systematic and clear study of western philosophy, the author puts forward existential philosophy, which has enlightenment significance for philosophical researchers and educational researchers.

The "wedge" study of existentialism in this book not only provides a solid philosophical foundation for the study of educational philosophy, but also promotes the height of educational ontology. As the book says, you can only see farther if you stand higher.

This is indeed a warning to educators who are deeply influenced by utilitarianism. If education only becomes a tool or means to meet utilitarian purposes, then it will lose its foundation of existence.

Once education becomes a computable means, the educator loses the ability to reflect on the truth of education, and the "education" he is engaged in has no educational significance, so the educated may be instrumentalized and instrumentalized. This book examines the rootless mental state of modern education from the perspective of existentialism philosophy, which is sharp and sharp.

This kind of critical theoretical courage is really commendable and has irreplaceable significance for educators to reflect on the formation of reason. This is a work full of tragedy.

The author clearly realizes that educational philosophy is to study problems, not to prescribe drugs. Therefore, existential educational philosophy focuses on asking questions rather than answering them, which to some extent grasps the essence of educational philosophy well.

On the surface, the book seems to construct the theoretical framework of educational ontology, but as the author makes it clear, existential educational philosophy is only a theoretical scheme and a possible scheme of educational ontology, not the final answer. Thoughts are always on the road. When reading this work, we can't expect it to put forward a good prescription for the current education, but we should pay attention to its metaphysical expression of ideas, which we are not familiar with.

Starting with the analysis of the mental state of "this is survival", this book shows that education is the essence of "this is survival", with clear logic and unique opinions, especially its metaphysical discussion of what education is and what education is, which is refreshing. This expression is rare in the educational philosophy works I have read.

However, the question comes one after another-what is the foundation of existentialism? I once doubted whether the author first constructed a framework of existentialism philosophy, and then used it to look at the current education. If so, then this way of thinking is deduction, which does not provide new knowledge, and ultimately only proves whether the application of existential philosophy as a perspective or as a scale in the field of education is correct.

Therefore, the existential philosophy of education cannot take existential philosophy as a self-evident "premise", but must emphatically analyze why existential philosophy can be used as the "foundation" of education.

This is obviously a philosophical problem, which is no longer a problem of educational philosophy. If the author is only expressing his understanding of philosophy, then his so-called existential educational philosophy will lose its due pedagogical significance.

The author's intention seems to be deeply hidden in his analysis of a large number of existential philosophies, which makes us full of confusion in the face of such a non-textbook self-expression work. If this problem is solved, we may be able to interpret the inner meaning of existential educational philosophy, even more than the author can understand.

So, how to find this foundation? We can't refuse to admit that the author lacks the practical sense of education, but at the same time, we can't help but think that the author's analysis of living conditions is practical and the analysis of education is logical.

This makes the author's grasp of the educational foundation encounter a paradox. On the one hand, the author tries to base his analysis of education on existentialism philosophy. On the other hand, although the author tries to take phenomenological method as the fundamental method of educational research, he lacks phenomenological understanding of vivid educational practice.

Stand far and high, but it's easy to see clearly. What is the current educational practice like? For the author, it is an unavoidable problem anyway.

That is to say, no matter how appropriate it is to observe educational practice from the perspective of existentialism philosophy, if we leave the educational practice of life, this ontological analysis is bound to be mysterious. The author once criticized the so-called "logic" of "doing things around a circle" and reminded us not to get entangled in concepts, but the author himself seems to be caught in the maze of concepts and logic.

Of course, I am not saying that the author's analysis is unreasonable, but that once this analysis is completely metaphysical, then the foundation of education is not in educational practice. Where is it? The development of existential educational philosophy in the book is based on the sharp criticism of existential philosophy on the current survival practice, which inevitably falls into the existential state of mind. There is no way out, no redemption, and we are all alone.

In this case, even with the help of the ideological resources of existential educational philosophy, education seems to be irreparable. The author once reminded us not to forget the cruel reality of "this is survival".

Here, we also need to remind the author, don't forget that you also have this mentality. Talk about our educational practice with an irretrievable existential educational philosophy, and finally come to the conclusion that our educational practice cannot be saved. It is tragic and tragic, but there is no future and hope.

It is understandable that the author pays so much attention to Scheler's phenomenology of value emotion and his criticism of modern philosophy outside Heidegger. This religious feeling.