Analysis on education essence from the perspective of culture

This paper is a theoretical vision extension of education essence cognition through the exploration of education essence from the perspective of cultural philosophy, and it seeks to have a more profound understanding and interpretation of education essence in the sense of "macro culture". In the context of cultural philosophy, culture is "acquired", is the real life existence of human beings and the civilized form after continuous optimization over time, and it reflects the essential power and unique value of human beings. Also, it is one of the fundamental characteristics that distinguishes human beings from animals, and is a "macro culture" rather than a "micro culture" in the sense of spiritual culture. It is in the midst of the iterative changes of the 'macro culture' that mankind has accomplished the 'transmission' and 'inheritance' of culture in a certain way, and this way of human cultural self-consciousness is called Education. As a way of life for human beings, culture plays an important role in the unification of instrumentality and value, and education, with cultural inheritance as its essence, is both the exercise of the instrumental and the manifestation of the value of culture. If we explain cultural heritage by looking at different dimensions of time, space and development, we will find the following three points: cultural continuity is to understand cultural heritage issues in terms of time, cultural dissemination is to analyze cultural heritage issues from the spatial dimension, and cultural innovation is to explain cultural heritage issues from the dimension of development. The common and effective way of cultural continuity, dissemination and innovation is “education”. In short, interpreted from a cultural perspective, the essence of education is the "transmission" and "inheritance" of human culture and civilization, also is a phenomenon of human reproduction, and the continuation and renewal of human life.