现代教育论丛

“Necessary Utopia”: The Educational Imagination of Reconstructionism

TU Shiwan

2021, (4): 3-19.

Abstract(863) PDF(80)

Abstract:
Reconstructionism is known as the post-progressive philosophy of education. As the founder and main spokesman of reconstructionism, Theodore Brameld pointed out that progressive education represents cultural liberalism, while essentialism education represents cultural conservatism and perennialism education represents cultural absolutism. On the other hand, he advocated reconstructionist philosophy of education characterized by cultural radicalism. Reconstructionism inherits the rich contributions of progressivism, essentialism and perennialism, and has made important innovations. Irrational "myth" is the innovation and characteristic of reconstructionism, which is mainly manifested in the utopian impulse in its teleology and the emphasis on irrational resources in its methodology. Cultural radicalism characterized by irrational "myth" is the core of the educational imagination of reconstructionism. As a school of thought, while reconstructionism has few disciples, cultural radicalism, as its core, has penetrated into the marrow of modern education.

Rural Education as a Reasoning Object: Personal Narratives and Reflection from Writing

XIANG Jifa

2021, (4): 20-25.

Abstract(558) PDF(27)

Abstract:
The world of rural education is not only about the concrete physical space and the social space of cultural dimension in which rural education takes place, but also connects the time continuity of education and the present-past comparison, and even shapes the spiritual home of the agencies of educational action. People in the context of rural education are subject to the temporal and spatial regulations of the educational process on the one hand, while at the same time constructing their own spiritual world inward. The rural scene, land, fields, animals and plants are the broad background of rural education, and they all constitute the educational text in a cultural sense. In order to avoid the trap of writing about the rural from an elite cultural perspective that overlooks the under-class, and to avoid reducing academic writing into nostalgic personal lyric, thus falling into the trap of textual vanity and romanticizion, academic writings should take individual's own reproduction as the main object of reflection, and understand the rural and rural education in real time-space dimension in accordance with the specific, episodic, personal and daily experience.

An Analysis of the Features of the Implementation of Education Policies for Poverty Alleviation in the “Three Districts and Three Prefectures” from the Perspective of Educational Governance

WANG Xuenan

2021, (4): 26-33.

Abstract(611) PDF(21)

Abstract:
Targeted poverty alleviation and modernization of educational governance point the way to innovative practice for the transformation of poverty governance in China. Through the text analysis of various of education policies for poverty alleviation at the national level and in provinces (and autonomous regions) involving "three districts and three prefectures", this research finds that the policy implementation presents three main features:multi-agent participation, clear responsibility of agents, and embedded assistance. Behind the three features lies the localized practice of multi-dimensional poverty theory, the attempt of governance with multi-agent collaborative interaction, the policy interaction between central and local interests, and the logic of embedded assistance for educational poverty alleviation at county and village levels.

Artificial Intelligence (AI) -assisted Education Poverty Alleviation in the Stage of Relative Poverty: Focuses, Advantages, Difficulties and Strategies

FU Weidong, LUO Shuxin

2021, (4): 34-41.

Abstract(661) PDF(45)

Abstract:
As the starting point to achieve the leap forward development of education in the new era, AI provides a broad space for consolidating the achievements of poverty alleviation in the next stage. Based on the perspective of AI, this paper puts forward four key objects of education poverty alleviation in the stage of relative poverty:economic poverty, knowledge poverty, spiritual poverty, and information poverty. Based on this, it analyzes the advantages and difficulties of AI technology in helping education poverty alleviation. At present, in order to promote AI-assisted education poverty alleviation in China, there is a need to optimize the infrastructure construction of intelligent education and improve the construction of information privacy security system in schools in underdeveloped areas. It is also necessary to provide open platforms and services, and pay attention to cultivation of talents of AI.

Dilemmas and Strategies for Leaning Quality of Rural Poor Children in the Context of Educational Poverty Alleviation

ZHAO Dan, LIN Chenyi

2021, (4): 42-49.

Abstract(565) PDF(45)

Abstract:
Education is an important means of breaking continuity of poverty between generations and relieving restriction of poverty on children's development. In education poverty alleviation, it is crucial to turn from "alleviating poverty in living" to "alleviating poverty in quality of learning", which facilitates poor children to accumulate human capital in life and achieve sustainable development. This research is based on the investigation of twelve counties in four western provinces. Using a comparative analysis method and from the aspects of analysis of learning support from families and schools, learning challenges, the richness of learning experience, etc., this research explores the existing problems of learning quality of rural poor children. It further proposes strategies to continuously enhance poor children's learning quality in the "post-poverty alleviation era", including:accurately monitoring learning quality of poor children, providing scientific basis for educational poverty alleviation, optimizing the layout and resource allocation of rural schools, enhancing the quality of rural teachers, and promoting effective interaction between rural schools and communities.

How to Construct University Think Tank to Meet Contemporary Need: Perspectives from a Higher Education Leader

XU Jianling

2021, (4): 50-55.

Abstract(520) PDF(19)

Abstract:
This study briefly analyses the necessity of building China's higher education think tank from perspectives of a higher education leader. It is proposed to reform think tank in four aspects:First, change the research paradigm from pursuit of ideal state to reality; Second, change research attitudes from "high -end" to "the common touch"; Third, switch document database to comprehensive database; Fourth, think tank researchers should facilitate practitioners to change their ideas from experience-based decision-making to scientific decision-making. This study also puts forward specific suggestions on the construction of education think tank.

Reshaping Universities: A Research-oriented Turn in the Allocation of Funds in the National Universities of the Early Republic of China

XUE Guorui

2021, (4): 56-62.

Abstract(377) PDF(17)

Abstract:
The national universities of the early Republic of China were evolved from the higher education institutions in the late Qing Dynasty. There were many problems in terms of the quality and orientation of education in these universities. In 1917, at the urge of Cai Yuanpei and others, the Ministry of Education revised the "University Statute" to establish the legal basis for the reform of the universities. At the same time, Cai YuanPei imitated the development model of German universities and carried out the reform at the National Peking University, trying to reshape the internal administrative structure of the university through academic research, and then to promote the establishment and regulation of the internal funding allocation mechanism of the university, so as to make it more research-oriented and provide basic material and institutional guarantee for the positioning and development of academic research at the university. The construction of the administrative system and funding allocation mechanism with academic overtones provided a strong institutional guarantee for the further development of the national universities, and even for the construction of an independent academic community to serve the whole nation with academic research. National universities were thus reshaped.

The Tradition and Influence of Valedictorian and Salutatorian in American Universities

SUN Yi, GAO Zhanying

2021, (4): 63-69.

Abstract(519) PDF(22)

Abstract:
The cultivation of outstanding and top-notch talents is a systematic project. In addition to the scientific training programs and sufficient resource support, we should also strengthen the value guidance for outstanding students, so as to enhance their identity and stimulate their sense of social responsibility. In the United States (U. S.), it is a common practice for many colleges and universities to select the best graduates to deliver a commencement address and confer them the highest honorary title of their student life:Valedictorian and Salutatorian. As a symbol of honor, Valedictorian and Salutatorian play an important role in value guidance and as an incentive for outstanding students, and have a wide range of social impact and educational significance. For cultivation of outstanding and top-notch talents in our country, it is of great significance to explore the origin and meaning of the title of "Valedictorian and Salutatorian" in the U. S., as well as their status and role, selection criteria, and speech content.

Normal Universities should Hold the Flag of Teacher Education and Adopt the Road of Comprehensive Development: An Interview with Professor Zaian Yan

HUANG Yuhong

2021, (4): 70-75.

Abstract(391) PDF(12)

Abstract:
Professor Zexian Yan is a leading figure in the field of philosophy of science and technology, and the former President of South China Normal University. During his tenure, he undertook leadership works for the development of South China Normal University at a crucial time. This interview with President Zexian Yan mainly focuses on the history, current situation, and future of higher normal education. Professor Yan elaborates on the development of normal education at the turn of the 20th and the 21st century. His views on the quality of teachers, the transformation of normal education at the turn of the 21st century, the development of "211 Project" in normal universities, and the professionalization of teachers are insightful. His views have a great significance for inspiring solutions to existing problems and promotion of future development of normal universities.

2021, (4): 76-79.

Abstract(556) PDF(32)

Abstract:

2021, (4): 79-82.

Abstract(335) PDF(26)

Abstract:

2021, (4): 82-84.

Abstract(309) PDF(12)

Abstract:

Meet the Ideal Childhood Education: Book Review of The Beginning of Individual Growth: A Philosophical Interpretation of Childhood Education

TAO Zhiqiong

2021, (4): 85-89.

Abstract(543) PDF(18)

Abstract:
Using life narrative method, genetic method and method of analytical philosophy, the book The Beginning of Individual Growth:A Philosophical Interpretation of Childhood Education interprets ideas of childhood education on individual growth. The book focuses on and interprets issues such as stages of children's development, implication of childhood education, the soul of childhood education, the unfolding of children's life and the possibilities of childhood education, the starting point and the center of the work of childhood education, the key qualities of childhood education, adaptation and transcendence of childhood education, and the complexity of caring children's life growth. It has developed a self-explanatory and systematic view of philosophy of childhood education on individual growth of early childhood. The book sees children as a holistic and developmental being in its natural, living and human existence. It argues that the ideal childhood education is a "positive childhood education" directed towards the development of children and an "education of integration of love and beauty". The ideal beginning of childhood education is an education in the good life of the individual child towards the good life of human being.

2021 No. 4