2023 No. 1

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On the Concepts of教育(jiào yù), Education, and Pädagogik
Chen Guisheng
2023, (1): 5-19.
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Abstract:
This paper follows the historical characteristics of Chinese and Western educational cultures, and further engages in an academic dialogue around the analysis and clarification of the fundamental concepts of "教育"(jiào yù), education, and pädagogik, and discusses Chen Guisheng's approach and quality of thinking in educational research. "教育" in the Chinese context is generally used as a synonym for moral education. The translation of education as "教育" is only an assumption, and education is closely related to the evolution of Western society from the religiousization of morality to the moralization of religion, while the "five kinds of '教育'" in the modern context are just five kinds of Bildungs. The dilemma of intertranslation also reflects the differences in the ways of thinking, in which the Western educational discourse is understood with Eastern concepts and the culture of the other is measured by vague standards. Starting from such dilemmas and differences, Chen Guisheng focuses on the analysis of basic concepts, reflects on the pedagogy under the "Western Learning Spreading to the East", and gives rise to a large number of pedagogical "Chen Guisheng's Questions" (Chen Guisheng's "Questions of Pädagogik").
Respect for the Individual: The Core of Education for International Understanding from the Perspective of International Laws
TU Shiwan, CHEN Jingying
2023, (1): 20-29.
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Abstract:
There is a tension between "identity" and "diversity" in education for international understanding. If going back to the origin of the education for international understanding-international laws, we can find the juncture between "identity" and "diversity", so as to resolve the tension between them. In terms of the end of education, international laws clearly stipulate that cultivating and promoting respect for human rights and fundamental freedoms is the purpose of modern education. In terms of projects of education, human rights education, multicultural education, global and international studies education and national culture identity education in education for international understanding all reflect the principle of respecting for the individual in international laws. Education that respects for the individual is education for international understanding. In terms of methods of education, the principles of empowering teachers, "child-center", free communication and humane punishment advocated by modern educational method all reflect the rule of respect for the individual in international laws. In a word, education for international understanding is to understand the principles and values commonly understood by the world. There is no doubt that international laws are the common divisor of internationally understood principles and values. Respecting for the human rights and fundamental freedoms of individuals is the core of the common divisor. Implementing the principle of "respect for the individual" requires that everyone treats himself as method and we teach and learn by constructing meaningful, and autonomous communities.
Linkage and Recontextualization: Mechanisms of Teacher Learning in Inter-School Professional Learning Communities
Fang Zheng, Chen Houyu, Chen Chao
2023, (1): 30-40.
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Abstract:
How to promote professional learning communities in inter-school collaboration in order to facilitate teacher learning is an important direction for teacher professional development research. The study aims to analyze the mechanisms of teacher learning in inter-school professional learning communities through qualitative research methods. Basic Education Groups are a form of inter-school collaboration in the Chinese context, and the Inter-School Professional Learning Community of Group A was selected as the case for this study. We used interviews with 40 staff members and artefacts (inside and outside the Education Group) for data collection. This study found that boundary objects and boundary crossers mediated teachers' learning across borders in inter-school professional learning communities and that linkage and recontextualization were the mechanisms that enabled teacher learning to take place with the help of mediators. Linkage emphasizes that boundary crossers and boundary objects were connected to each other, that boundary crossers used boundary objects as vehicles, and that boundary objects were developed and used by boundary crossers; recontextualization emphasizes that inter-school interactions supported cross-contextual identification and negotiation, and that inter-school, inter-disciplinary, and inter-level differences facilitate multiple boundary crossings for teacher learning.
From "Guo Wen" to "Guo Yu": The Subject Revolution underneath the Difference in Wording
TANG Qianqian, DU Chengxian
2023, (1): 41-53.
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In 1920, the Ministry of Education of the Republic of China announced that "The Guo Wen course in national schools will be changed to Guo Yu... The first and second grades of national schools will be taught in Guo Yu from this autumn." Starting from the difference between "Guo Wen" and "Guo Yu", this paper traces the origin of the meaning of "Guo Wen" and "Guo Yu" and its application in modern times, exploring the reasons for the issuance of this decree in combination with the provisions of the school system and social background in different stages. Firstly, the study finds that the modern meanings of "Guo Wen" and "Guo Yu" are not divorced from the basic connotations of "Wen" and "Yu" in ancient China. Secondly, the study shows that after the Ministry of Education ordered the change of "Guo Wen" into "Guo Yu", the mandarin was still comprehensively promoted in the "Guo Yu" course despite the obstruction of the old forces. The goal of consistence between language and text has been achieved; Chinese subject from the previous elite education to the public education, and it is also in line with the inevitable trend of social development. The teaching content of the "Guo Yu" course also attaches more importance to children's literature.
The Evolution of Rural Teacher Policy in the Past Century: Trajectory, Logic and Orientation
SUN Gangcheng, XU Yixin
2023, (1): 54-66.
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Abstract:
Rural teachers are the key for the development of rural education, it is also the main force to carry out the rural revitalization strategy, so it is of great practical significance to comb the rural teachers' policy since the founding of the party. With the aid of the analytical method of historical institutionalism, from the perspective of structure and history, this paper analyses the characteristics of the evolution of rural teachers' policy, the characteristics of path dependence and the classical factors that contribute to path dependence, as well as the key nodes that lead to the break of the system. It is found that the rural teachers, as the object of the policy, have gradually moved from the shadow of the relevant policy to the right position, and the policy content has realized the conditional attraction from the compulsory policy guidance to the material care; the policy tool system has formed the multi-domain policy union by the single education policy; the policy spirit of rural teachers has changed from mainly satisfying political needs, seeking the instrumental role of teachers and education to pursue the ontological function of teachers and education. However, at present, the multi-dimensional linkage policy tool effect has not been put into effect, and the role orientation of rural teachers has not yet reached its proper height, we will promote change that addresses both the symptoms and root causes, and that addresses both the symptoms and root causes.
"To Find a Good Job": A Typical Narrative of Graduate Students' Social Scheduling
LIN Xiaoying, WU Xia
2023, (1): 67-82.
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Using the theoretical perspective of sociology of time, this paper integrates the descriptions of 6 graduate students about their postgraduate years into a fictional case, showing a typical day, one year and entire three years of daily life, and then explores the social persecution behind the time schedule: Going to graduate school is to find a good job. This poses a dilemma for universities to ask themselves: Is a university a vocational training institution or a community for the pursuit of academic ideals? No matter how the administrators of various universities choose or locate on the continuum formed by these two ends, the graduate students who are squeezed by the institutional time of the university and the time of the company in the market have already made their choices in line with the times, and there is a trend of homogeneity and flushing in action. The behavior and collective choices of graduate students have been already quite in tune with consumerism. Universities strive to be "first-class" for academic ideals, and all kinds of school-running behaviors are fully indexed, which is exactly similar as the struggle of college students "to find a good job".
Understanding the Accompanying Culture of College Entrance Examination: on the Hermes Dilemma in Ethnography Research
FAN Yunxia, MENG Xiaoning
2023, (1): 83-94.
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Ethnographic research emphasizes understanding culture through solid fieldwork and interpreting culture through text writing. In this process, ethnographic research encountered the dilemma of Cultural Interpretation: researchers, like Hermes, can only guarantee that what he said is true, but cannot guarantee to tell the whole truth. In the process of ethnographic research on accompanying study of Maozhen, as researcher, I also continue to encounter the dilemma of Hermes, the contradiction between field observation and participation, the specialization of deep research perspective, and the limitations of the established academic writing framework, which make it difficult for the ethnographic text to reflect all the facts of the field. Of course, researchers are not completely at a loss. They can ensure the authenticity of ethnographic research to a certain extent by taking reflective measures such as proper self presentation, obtaining feedback from field members, and examining the research value orientation. For the Hermes dilemma of ethnographic research, researchers do not want to eliminate it, but to warn their own ethnographic research.
The Chinese Term "Shiyu" (Perspective) as A Method
CHEN Xiongfei
2023, (1): 95-105.
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There are so many papers that the titles are about "Shiyu" (Perspective) in Chinese academic journals. But few researchers defined the word what it exactly means. This paper discusses the meaning and development of the Chinese term "Shiyu" and how it is used in educational research on methodology. Usually it means "perspective" or "view" in English. And it's also a philosophical concept as the translation of "horizon", which is the core concept of Husserl's phenomenology. There are more than three types of the "Shiyu" (Perspective) when it is used as the education method. For example, there are the "theoretic type", the "comparative type", the "disciplinary type", etc. A "field of view" that does not have methodological significance or does not serve as a framework for analysis is not suitable as a method. It is worthwhile to examine and reflect on the phenomenon of the clichéd and proliferating papers on "perspectives". The situation of the term's indiscriminate use in educational research is becoming worse. It will cause a disciplinary crisis of pedagogy in China and other problems.
On Research Methods of the History of Educational Concepts
CAO Chunping, ZHU He
2023, (1): 106-112.
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Abstract:
The study of the history of educational concepts is generally based on a mind-body dualism that views educational concepts as mirrors of nature with historical coherence. The cultural turn in the research methodology of the history of educational concepts challenges the presupposition of the relationship between traditional conceptions and nature, and suggests two possible directions for the methodological turn of the history of educational conceptions. The first is to draw on linguistic analysis to return to the original contexts of educational ideas, to uncover the problems within the contexts, and to focus on and study educational metaphors. The second is to draw on discourse analysis to consider educational ideas as the product of the discursive actions of specific discursive communities within a discursive power structure. In addition, the new materialist research methodology complements the cultural turn by providing an ontological perspective of cultural-biological monism. In this light, the study of the history of educational ideas can revisit the relationship between body, matter and spirit in education.

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