本书认为，教育研究的专业化危机说明，教育与生活探究同构，生活的延续和人的生长不应该成为教育中任何人为目的的附属之物，提升教育研究的学术地位，并不能以改变其本体属性为代价，更不能以人为的选择替代教育实践的诉求，教育研究必须走上一条以实践为立场和出发点的道路。这一转向正在发生，我们不能因为这种现象的出现就视实践取向为教育研究的应然之路，我们需要通过对教育研究走向实践的前提性论证，寻找这一转向的恰当认识论路径与方法论选择。作者指出，作为对教育实践变革合理性的说明，作为教育活动对现实脱离人的生长、阻碍人的发展现象的自发选择与纠偏，教育研究的实践转向不能仅仅停留在理论说明上，而应当成为研究者与实践者各自扮演恰当角色、选择合理行动、端正工作态度的动力，否则将失去其现实意义与价值。

Not only is the practical orientation for educational researches a trasient measure to erase theembarrassments existing in the subject of study over a long period of time，but a wise direction slected with a good deal of attempts and efforts being made soon afterwards.If leaving aside the analysis and judgements from theoratical view and throwing eyes on reality，we will find that those experiments and explorations have already in progress，which people did in spontaneos way to promote their growth and developments as well as to emphasize practices and concrete situation before scholars did not make sense of learning turnings with theoratical views.All of those tries turn out to be vivid in outcomes.Aditionally，it created the crucial idea that the irregular pedagogy conceled in society has certain influences on common people.How can the fact be explained that the practice has done the appropriate judgments and the real action before the authorities of theories did not give play to it.Is there any unknown power impelling researches，such as life－experiencing known for concentrating on the understandings，the importance of personal experiences attract people’s attention，they are immediently acquainted and field–wide popular in educational researches.Can’t those method mentioned above be adopted and strongly supported until they have ability to fulfill the practice demands .When kinds of clues have something with practices，the original spirit of practice demands or the concentration of human developments can be possibly reflected in their studies done by researchers and practioners，which encourages them to be positive in exploring appropriate educating methods.Although the appeal takes form in traditions，it is beyond tradition domain and means a kind of action， which is named after as“The Academic Traditions of Education”.As the original attribute of education，the academic traditions stem from the explorations of real life，because of the indispensable relationships that the education is the exploration way to last life.Although to last life with the exploration ways has been half－measures，with people’thoughts and personalities getting personalized，the explorations of life are changing from the“half－measures”to be more positive，and then become the educational process of self－forming for people themselves.This change has altered the quality of the exploration oflife.It has also enriched the inner concept of educational activities and ultimately generates an academic tradition for the goal of advancing personal growth with all means.The academic traditions doesn't put on display by the means of knowledge experiences or cultural forms，it exists in the practical activities and is driven by the goals which are showed like practical intensions or action ways for human growth.However，with the advents of systematic and professionalized education，the academic traditions of education have been gradually isolated by the professionalized one，the latter has been increasing the educational efficiency，meanwhile，it makes education inflexible，dull or as the return，the education will do barely on the respect for keeping people step ahead.This process is completed by turning the professional educations into a way of mapping.According to the understandings of Arendt，the human activities can be divided into three kinds:labor，work and action，which are all relevant to education，but only the“action education”can entirely manifest the academic traditions of education with all possible ways.Nevertheless，when people have changed the cultivation process into a united，duplicative and repeatable productive activity through professionalized educations and typified means，these standardizations and typified maps have replaced the academic traditions about individuals and explorations，the education soon become a high－efficiency tool directly guided by society.We should recognize that the professionalized educations which are map－makers at present making education a tool，don't eliminate absolutely the attribute of explorations of life，for this reason，even though the academic traditions of education are isolated temporarily，the academic tra-ditions will emerge again when the development of practice is in excess of the expectation of theory，the educational forms will be generated from the war between them.The professionalized studies will be superior gradually and declare their victory with the establishment of educational courses.The hazard for professionalization of education illustrates that the exploration of life and education have something in common，to continue life and the personal growth can not become the affiliations upon some man－made goals，to elevate the academic status of educational studies can not change its own attributes with high cost，moreover，theprivate demands are not the substitute to the educational practice，the educational studies are supposed to choose the way of being practical，this change is on its good way，but we should not judge the practice as“the must”，we still need some prerequisite demonstrations on the study directions of education，to find its decent direction and means.The paper point out the explanation for the feasibility of the reform on the educational practice，and for the modification of the troubles in the human development or growth，the turning of educational studies can not only use within the books，it should give impetus to the researchers and planners for who should play the appropriate role themselves and take their actions，or else，everything they have done will be dissipating its price. Key Words: Academic traditions of education;Educational study;The exploration of life;Practice