1. Theory of biological origin

Representative figures are French sociologist and philosopher Retour Rao and British educator Percy &; Middot can.

The main points are as follows: (1) Educational activities exist not only in human society, but also outside human beings and even in the animal kingdom; (2) The emergence of human social education is a biological process, biological impulse is the main driving force of education, and human social education is the inheritance, perfection and development of animal education. (3) Education comes from animal instinct, which is the instinctive need of racial development.

Evaluation: The biological origin theory of education is the first formal theory about the origin of education in the history of pedagogy, and it is also the theory that put forward the academic problem of the origin of education earlier. It sees the similarity between human education and similar behaviors of other animals, which is a great progress, and marks the beginning of a shift from mythical explanation to scientific explanation on the origin of education. However, there is also a fundamental mistake in this theory, that is, it fails to distinguish between human educational behavior and animal educational behavior, thus failing to grasp the purpose and sociality of human education.

2. Theory of psychological origin

The representative figure is American educator Monroe.

Mainly the form and method of primitive education, mainly the imitation of adult life by children in daily life.

Evaluation: On the surface, this view is different from the theory of biological origin, but not far from it, because if education originated from the "unconscious imitation" of adult behavior by children in primitive society, then this "unconscious imitation" is definitely not acquired, but genetic, innate rather than acquired, that is, instinct rather than culture and society. However, this instinct is human-like, not animal-like, which is where the theory of psychological origin is more advanced than the theory of biological origin.

3. Theory of labor origin

The main representatives are educational historians and educators in the former Soviet Union and those in China.

The main points are as follows: first, human education originated from the needs generated in the process of living labor; Second, education is a unique social activity of human beings; Thirdly, education comes from labor under the development of human language and consciousness; Fourth, the function of education from the day it came into being is to transmit the social production and life experience formed and accumulated in the process of labor; Fifth, the category of education is the unity of history and class nature, not an eternal category. The forms of productive forces and relations of production and the relationship between them have changed, so must the forms of education.

Evaluation: Generally speaking, the theory of labor origin conforms to Marxist historical materialism and dialectics, which lays the foundation for revealing the origin of education scientifically and reasonably. However, the exact formulation of the origin of education is still a problem worth discussing.

Development of education

Since its birth, education has developed and changed with the development of human society. In different social and historical stages, due to the differences in the development level of productive forces, production relations and political systems, education has different properties and characteristics, forming different historical forms.

1, primitive social education

Primitive social education is one of the forms of education, which is mainly formed in primitive society.

Education in primitive society has the following characteristics: First, the education level is low. There is no institutionalized educational institution, and education is only conducted in social life (various ceremonies, etc. ) and production (such as hunting and fishing). ), and the educational content is poor, and the educational methods are mainly word of mouth and imitation in practice; Second, education has no class nature, and everyone, regardless of gender, enjoys equal right to education.

2. Education in ancient society

The education of ancient society includes the education of ancient slave society and feudal society, and its main characteristics are as follows: first, education has distinct classes and grades, and there are also distinct religions in the west; Second, education is divorced from productive labor; Third, education is aimed at the children of a few privileged classes. On the one hand, the purpose of education is to cultivate the ruling class, on the other hand, it is to educate the ruled class in religion, morality or politics and safeguard their own rule. Fourth, the main contents of education are military knowledge, religious teachings and moral knowledge; Fifth, the educational methods are mainly strict discipline and forced reflection, corporal punishment is prevalent, and mechanical practice is emphasized; Sixth, the form of educational organization is mainly individual teaching, and there is no systematic school education system. Seventh, educational practice is based on educational experience, and educational theory research is not independent, systematic and unscientific. Eighth, education is divorced from life and is a closed education.

3. Modern social education

Education in modern society includes two special forms: education in socialist society and education in capitalist society. Its characteristics are as follows: first, to cultivate and develop people's ideals and theories from ideals to reality, which is the primary and basic feature that distinguishes modern education from previous education; Second, the scope, degree and significance of combining education with productive labor are expanding day by day, and the productivity of education is increasingly prominent and strengthened; Third, the scientific spirit and humanistic spirit move from separation to unity; Fourth, the democratization of education has developed in depth, and the publicity of education has become increasingly prominent. Educational justice and equal opportunity have become the basic principles of educational decision-making and educational behavior; Fifth, educational technology is increasingly updated, educational time and space are unprecedentedly expanded, educational resources are constantly enriched, and the flexibility and openness of the education system are constantly improved; Sixth, the status and function of education have been continuously improved, and education has become the foundation of rejuvenating the country; Seventh, education is constantly changing, and modern education needs to be constantly changing from objectives to courses, contents, methods, organizational forms, evaluation standards and structural systems. Eighth, the theoretical consciousness of education has been continuously improved, and empiricism, subjectivism and bureaucracy have been overcome day by day; Ninth, the continuous development of educational science provides knowledge and theoretical basis for modern educational reform; Tenth, the deepening of educational exchanges and cooperation with foreign countries has created better external conditions for educational reform and methods; Eleventh, lifelong education, modern education is not limited to the school-age stage, but runs through people's life.

Hunting test and postgraduate entrance examination network

If you have questions about the postgraduate entrance examination, don't know how to summarize the contents of the postgraduate entrance examination center, and don't know the local policies for postgraduate entrance examination registration, click on the bottom to consult official website and get the review materials for free: /xl/