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2024 No. 6

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Labor and Its Educational Implication from the Perspective of "Natality"
ZHU Yuan
2024, (6): 5-16.
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The "natality" perspective divides the birth of human beings into: the birth of fact, the birth of political life and the birth of the spiritual world. We can reflect on "labor" from the four aspects of "birth": time view, space view, process view and active view. From the perspective of "process time", labor is a kind of painful labor, and working animals lose their freedom in the "metabolism of man and nature". From the perspective of the "appearance" space of birth, labor is the "universal" existence of man, and the individual identity is deprived in the "identity". From the perspective of the "accidental" and "unforeseeable" process of birth, labor is enslaved by the necessity of the life process, and the working animal can only repeat or copy the foreseeable products. From the perspective of the dynamic view of birth "innovation", labor lacks creativity because it is not stimulated by others in the place, and labor shows mechanical characteristics because it does not require the participation of the will. Based on the nativity reflection on labor, we need to re-examine the implication of labor education: labor education is an educational action that leads students into the public world. Labor education should enhance students' spiritual ability through two ways: commitment and forgiveness. Labor education is to allow students to demonstrate their own free actions through words and deeds in the presence of others. From the perspective of "action" to understand labor education, "Natality" provides beneficial enlightenment.
Funds of Knowledge Research: Generative Logic and Educational Innovation
LIU Luhu
2024, (6): 17-29.
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The concept of Funds of Knowledge (FOK)is derived from the family education study of immigrant working-class children in the field of educational anthropology, which contends that working class and the underprivileged have the cultural power to adapt to the environment, and school education should be connected with this to effectively improve learning achievement of students. FOK integrated sociocultural historical theory and anthropological researches by Vygotsky has specific theoretical goals and inherent characteristics. Contrary to the logic of cultural defect model denouncing the culture of the underlying group, FOK advocates affirming the cultural power of disadvantaged groups. This subversive understanding has innovated the researches and practice of education equality, and has continuously expanded in many fields such as curricula, teaching, teacher professional development and family-school cooperation in western countries. However, China currently lacks attention to conception of FOK, combing the research context of the FOK systematically is of great value for promoting local education equality, innovating teaching and boosting family-school cooperation.
Kant: A Better State of the World Arises from Education
CHEN Jiaqi
2024, (6): 30-36.
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In his "On Pedagogy", Kant poses a question: Where does the better state of the world emerge from? This question encapsulates Kant's belief in the potential for a superior condition for all humanity, akin to his conviction that humanity is inherently progressing towards continuous improvement. All of Kant's discourses are expanded upon concepts, which he interprets as the relentless advancement of certain primal human endowments. The actualization of these primal human endowments is inextricably linked to the two forms of education depicted in "On Pedagogy", highlighting why Kant considers education as indispensable for achieving a better state of the world. While Kant certainly esteemed the French Revolution, he did not desire a similar upheaval in Germany, thereby underscoring the heightened importance of education and advocating for a top-down educational reform. To delve deeper, Kant distinctly delineates the differences between concepts (ideas) and utopias, positing that the pursuit of a superior state for humanity should be regarded as a duty, which is initially incumbent upon parents and sovereigns, lest it leads to a reenactment of Cromwell's autocratic republic or the French Revolution.
The Paradox Between Education and Enlightenment: The Practical Impasse in Kant's Thought of Education
XIE Wenyu
2024, (6): 37-45.
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In Kant's educational thought, he observes two steps in one's reaching adulthood, that is, through being wayward and disorderly to disciplined, and then from which establishing moral laws. One lives waywardly, which is a disorderly state. It is therefore necessary to discipline him through education by imposing a code of conduct on him. Education limits his freedom to create the habit of living in people's lives so as to let one to perform one's freedom in a certain behavior pattern. In this point of view, education is the starting point of enlightenment. When analyzing educational activities, Kant feels the paradox of education (the external power) and enlightenment (the internal power), and he conceives this paradox as the major dynamical power in one's reaching adulthood. Yet, when one has obtained adulthood, one will be able to improve oneself in freedom alone and no longer need external intervention by education which is regarded as a free register. However, through an in-depth analysis, one will then be unable to accomplish morality in practice only by the freedom of people, without the paradox of education and enlightenment. In this observation, Kant's religious thought is incomplete in practice.
A Few Questions on Immanuel Kant on Education: From Text Editing to Aesthetic Education
LI Changwei
2024, (6): 46-55.
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There are numerous issues within "Immanuel Kant on Education" that require further clarification and interpretation. In terms of the rigor of argumentation, "Immanuel Kant on Education" is found wanting, which is understandable given that Kant initially did not intend to write a book, and his health condition also prevented him from reviewing Linke's compilation. Kant's pragmatic anthropology is one of the foundations of his pedagogy, giving it an empirical dimension. Aesthetic education is missing in "Immanuel Kant on Education, " perhaps because Kant did not have time to contemplate this issue at that time, but this does not mean he did not value it. In the "Critique of Judgment, " Kant explored this matter. In "Immanuel Kant on Education, " Kant believes that humans have an innate propensity for good, but his view of human nature is not complete, which lacks the inclination towards evil mentioned in "Religion within the Bounds of Bare Reason". "Immanuel Kant on Education" clearly presents the fundamental purpose of education, which is to enable people to live with dignity. Kant's pedagogy concludes a sacred dimension. And related to this, while he is cautious about children's curiosity, he also values their "wonder".
On the Cultivation Mode of Teachers' Ethics of Body and Mind Integration: from the Perspective of Embodied Learning
CHEN Jieying, SONG Huan
2024, (6): 56-65.
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In the past, bodily experience was often overlooked in the cultivation and development of teacher ethics, such as the separation of knowledge and practice in teachers' ethics training and the discipline of power on teachers' physical development ethics. In response to this phenomenon, many studies have clarified the fundamental points of the embodied learning theory and indicated that embodied approaches are more effective in promoting the development of teacher's ethics than disembodied methods. However, there is a lack of researches systematically exploring the relationship between embodied approaches and the cultivation of teacher's ethics. Therefore, this study first systematically reviews the progress of learning theory under the guidance of western embodied cognition theory, and reflects on the logical agreement between embodied learning theory and teacher's ethics cultivation from the perspectives of ontology, axiology and practice. This leads to the construction of a more comprehensive, in-depth and effective system for embodied teacher's ethics cultivation, which emphasizes embodied approaches that encourage teachers to autonomously construct the practice criteria.
Embodied Learning: Origin, Value and Discussion
ZHOU Ziyi, ZENG Wenjie
2024, (6): 66-74.
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Ancient Greek philosophy mainly adhered to the orientation of the separation of body and mind. In the mid-19th century, experimental psychology began to rethink the relationship between body and mind and put forward the idea that body and mind were interdependent. In the late 19th century and early 20th century, functional psychology and behavioral psychology gradually dissolved the dichotomy between body and mind. In the early 20th century, continental European phenomenologists were also exploring the elevation of the body's status. In the 1980s, cognitive science underwent a shift from disembodiment to embodiment. The exploration in multidisciplinary fields led to the realization that learning should not be disembodied, but a physically embodied activity. Embodied learning promotes the "situation-generated" view of knowledge, inspires the "wholely integrated" view of learning, drives the "flexible and open" view of the curriculum, promotes the "wholely engaged" view of instruction, and advocates the "continuously promoting" view of assessment, thus providing inspiration for curriculum and instruction activities. To gradually promote the implementation of embodied learning, it's necessary to start at least from the following aspects. Firstly, understanding the concept of embodied learning is important to avoid the risk of its "generalization". Secondly, facing up to the relationship between body and mind is a good way to avoid the tendency towards "extremes". Thirdly, clarifying the requirements and standards of embodied learning is crucial to avoid the "labeling" crisis.
Research on the Influence of Social Interaction on Undergraduate Academic Development Outcomes: Based on A Comparison of First-generation and Non-first-generation College Students
BAI Hua, ZHANG Yinuo
2024, (6): 75-88.
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Using the CCSEQ questionnaire as the survey tool, an investigation was conducted among undergraduates at ten universities in Beijing. Based on the survey data, students' self-reported learning gains and academic performance were taken as academic development outcome variables. Independent sample t-tests and multiple linear regression were used to explore the impact of social interaction on these academic development outcomes. The results indicate that non-first-generation college students exhibit higher levels of social interaction and better academic development outcomes compared to first-generation college students. The social interaction and academic development outcomes of both first-generation and non-first-generation college students follow a "U"-shaped curve across different grades. Participation in extracurricular activities does not significantly affect the learning gains for first-generation college students but has a significant impact on non-first-generation college students. The impact of social interaction on academic performance is generally small, while student-teacher interaction positively influences academic performance. It is recommended that universities provide more resources and professional guidance for students, address the needs of students at different grades, optimize extracurricular activities, and encourage student-teacher interactions to enhance educational quality and promote educational equity.
Rooting or Landing: Study on the Intrinsic Causes and Countermeasures of Slow Employment of Graduates from Local Universities
FENG Yuhuan, WANG Liting
2024, (6): 89-101.
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This paper focuses on the phenomenon of "slow employment" of college graduates based on a field study of a local application-oriented undergraduate university in the Pearl River Delta region. It explores the causes of this phenomenon from the perspective of cultural capital theory. The study finds that the asymmetry in the quantity of supply and demand in higher education and the mismatch in the structure of supply and demand lead to the failure of university diplomas as "institutional cultural capital". Students' conventional habit of "following the rules" does not serve as the "physical cultural capital" valued by organizations in the workplace. At the same time, the social status expectations of educational output make them reluctant to "lower their expectations". In order to cope with the failure of cultural capital, the "slow-employed" group chooses to "save themselves" by retaining their fresh-graduate-status and repeatedly preparing for exams. Based on the allocation of human resources in the market economy and the law of students' growth, the study provides the strategy of speeding up "slow employment" in order to achieve the goal of higher quality and better employment.
What Is Excellence: The Impact of Evaluation System on Emerging Scholar's Research Behavior
LI Siming
2024, (6): 102-112.
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This article presents the impact of evaluation system on the scientific research path selections for the young teachers in universities through educational narrative, examines the alienation of utilitarianism of evaluation system on the scientific research path selections for young teachers. Under the evaluation mechanism of pursuing "excellence", the research path for young university teachers has evolved into a strategy game of maximizing effectiveness. The evaluation system of scientific research for young teachers in universities, consisting of quantitative assessment, has made young teachers actively choose or passively become the "academic machine" alienated by data, resulting in "one-dimensional individuals". The discourse construction of "excellence" in the growth process of young teachers has led to the crisis of "existence" of young teachers in universities due to the evaluation discourse of increasing academic GDP, technicism, and digitization.

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