Abstract:

Life education emerged from the educational and social crises brought about by the crisis of modernity,and as an educational concept to respond to crises,it has spread to the world. However,life education,which emerged from the crisis of modernity,cannot offset all the external consequences brought about by the crisis of modernity, nor can it escape the modernity characteristics of life education itself. It has shown profound historical limitations in crisis response. The historical limitations of life education require it to return to its historical reality and the real-life world of students. Returning to its historical reality is the reconstruction of life education in history. Reconstruction includes repositioning life education and redefining the scope of life education based on it. Specifically,life education should be positioned as a “limited response”,its scope should be limited to the life problem itself,and some historical responsibilities should be transferred. Returning to students’life world means that life education must realize the transformation from experience transformation to caring for life issues. In response to its historical limitations,life education can be reshaped.

Key words: life education, educational modernity, modernity crisis