| Plato established his "theory of ideas" through the metaphor of "light", emphasizing the exploration of "truth" by guiding the "soul" from the "perceptible world" to the "rational world", but highlighting the transcendental nature of human value pursuit and educational goals, containing risks towards educational discipline. To investigate its root, transcendental goals presuppose the individual's state of physical and mental separation during the cognitive process, which regards the perceptual knowledge obtained by the "body" as something that needs to be deviated from, thereby alienating the individual as a "bystander" who is detached from the field of cognition. Marx started with the metaphor of "shining light" and reconstructed the essence of educational cognition by analyzing the relationship between material production and social production, subverting the rational teaching method of "the other shore truth" that Plato had descended upon, and reconstructing the laws of individual existence and cognition in education. Marx believed that individuals are not "bystanders" outside the world, but "practitioners" within the world. People are not only the recipients of knowledge, but also the producers and attendees of knowledge. Human beings are a unity of material, spiritual, and social existence. To enhance the practicality of educational awareness, he emphasized the significance of "combining education with labor" for the free and comprehensive development of people. |