At present, the importance of vocational education is being widely mentioned by more and more people. The competent government departments attach great importance to developing vocational education from the implementation of the strategy of rejuvenating the country through science and education and the implementation of Scientific Outlook on Development. This should be said to be a good thing, because the development of education and economic and social life in China has indeed reached such a level. The increasing popularity of higher education requires diversification of the structure and types of higher education, and at the same time, it faces the main battlefield of economic construction and serves the front line of production and service, and cultivates a large number of application-oriented high schools. As an educator, a question I often think about is "What is the purpose and core of education?" Today, people take pains to talk about vocational education, which reminds me of the situation that humanistic quality education was widely concerned by everyone in previous years. Many things are easy to go to extremes. I'm worried that people pay attention to the instrumentality of technical education and ignore the humanistic value of education today, so I want to talk about the relationship between humanistic quality education and vocational education.

Einstein's words have a deep influence on me: the purpose of a school should always be: young people should leave school as a harmonious person, not an expert. It is not enough to educate people with professional knowledge. Through professional education, he can become a useful machine, but he can't become a harmonious person. Let students understand the value and have warm feelings, which is the most fundamental. He must gain a sense of beauty and morality. Xu Baogeng, a famous scholar in China, has also made a wonderful comment: at two extremes, isolated science and technology education and humanities education may create two kinds of deformed people, "hollow people" who only know technology but have pale souls, and "marginal people" who don't know technology but talk about humanities. The value of education to people is not only the activity and mechanism of knowledge dissemination and diffusion, but also the survival and future of people as an existence. Therefore, the concept of education must be closely related to the concept of human survival and development. Since the 20th century, through countless painful practices, people have realized more and more that science cannot solve the ultimate problem of human beings' living, and it is necessary to have the guidance of humanistic spirit to ensure that the development of science will not be against human beings. Because science emphasizes that human beings conquer and transform nature, it is desire, possession of nature, and infinite pursuit of material and rights that start science, and people who swing between various desires have no happiness and peace at all; At the same time, it is reality that sets the direction and goal of scientific activities, which is the current reality. It is impossible for a person bound by reality to achieve transcendence, but the pursuit of transcendence is the primary symbol that distinguishes human beings from animals, because only animals can passively adapt to reality. The intrinsic nature of human's pursuit of transcendence determines that human's pursuit of spiritual value is unavoidable. We can see that while human beings hold high the banner of science and technology, nature has sounded a series of dangerous alarm bells: environmental crisis, resource crisis, food crisis, population crisis, energy crisis, war crisis ... especially the spiritual crisis, value crisis and people's general depression, anxiety, confusion and ideal loss in developed western societies ... Science has not brought people the happiness and satisfaction they expected. Many western philosophers and sociologists emphasize the need to criticize and reflect on scientism and instrumental rationality caused by scientism, and point out that the development of scientism on technical tools is accompanied by a process of dehumanization. "In this way, progress is in danger of canceling its real goal-human thought." Unlike the scientific value orientation of conquering and transforming nature, humanistic spirit advocates the harmonious coexistence between man and nature, and emphasizes that human beings should explore and stick to spiritual value, moral value, aesthetic value, belief value and transcendence value while meeting the real material needs. However, modern science and technology once lost the guidance of humanistic spirit, which put mankind in a dilemma. Therefore, from this perspective, humanistic quality education is not only the art of individual education, but also related to people.