The seven-level school system,as completed by Comenius in two stages through his Great Teaching Theory and his later works The General Theory of Human Improvement and the Pan-Teaching Theory,embodies characteristics of comprehensiveness,humanity and structural integrity.However,the concept of"structural integrity"may lead to a cognitive misunderstanding that each stage of education is equivalent to lifelong education,making it imperative to clarify the negative impacts of the seven-level school system and explore strategies for overcoming these challenges.Dewey's notion that"education is growth"suggests that"growth"occurs throughout one's entire life,encompassing the idea of lifelong education as integral to one's complete existence,characterized by dynamism,generativity and contemporaneity.Both Comenius and Dewey underscore the signifi-cance of ongoing personal growth and development as well as the value of acquiring direct experien-tial knowledge.The fundamental disparity between them lies in their contrasting views on"structur-al wholeness"versus"life wholeness".Recognizing the"mechanical holism"that exists in existing theories and breaking out of the limitations of"mechanical holism"is the only way to adhere to the monistic view of"biological holism".
关键词
终身教育/七级学制/教育即生长/机械整体性/生命整体性
Key words
lifelong education/seven-level school system/education is growth/mechanical integri-ty/wholeness of life
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