2014 Vol. 32, No. 2
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2014, 32(2): 1-6.
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Abstract:
In the early days after the founding of People's Republic of China when we were learning from the Soviet educational practices, the five-point scale scoring method was one widely used in China's high schools to evaluate students' academic and virtue performance. Lvshun High School was the first secondary school to implement that method, which not only made positive trials in students′ academic and conduct assessment, but also drew lessons from its practical experiments. The scientific spirit and experimental attitude were the basic principles that must be followed in a new method experiment.
In the early days after the founding of People's Republic of China when we were learning from the Soviet educational practices, the five-point scale scoring method was one widely used in China's high schools to evaluate students' academic and virtue performance. Lvshun High School was the first secondary school to implement that method, which not only made positive trials in students′ academic and conduct assessment, but also drew lessons from its practical experiments. The scientific spirit and experimental attitude were the basic principles that must be followed in a new method experiment.
2014, 32(2): 7-12.
Abstract:
The Nanjing National Government emphasized the importance of the borderland education, in order to train more people who could build the borderland, three models were considered in the university enrollment system, including offering recommendation opportunities to university, applying freely for the university examination and oriented training, which achieved great breakthrough in enrollment structure and enrollment number. But limitations were also obvious, that is limited scale, examinees with false registered area, poor quality of education and the continuation of prerogative.
The Nanjing National Government emphasized the importance of the borderland education, in order to train more people who could build the borderland, three models were considered in the university enrollment system, including offering recommendation opportunities to university, applying freely for the university examination and oriented training, which achieved great breakthrough in enrollment structure and enrollment number. But limitations were also obvious, that is limited scale, examinees with false registered area, poor quality of education and the continuation of prerogative.
2014, 32(2): 13-20.
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This paper is a normative inquiry which discusses the essence and position of education as praxis in the horizon of Practical Philosophy. The real praxis of education is an action for human beings to cherish goodness and it is also a fundamental way to pursue the good life and the excellence of humanity. Educational action and its purpose are united and constitutive. It is an action based on rationality, morality and internal purposiveness. Only when education has these characteristics can it be the real praxis. As one of the highest forms of human practice, the purpose of education is ultimate, not instrumental. The instrumentalization, formulization and technicalization of education turn it into a technical process which makes the praxis degrading and distorted. Thus returning to praxis is a necessary appeal for education to become the practice which pursues its internal purpose consisting of good, ethical and rational actions.
This paper is a normative inquiry which discusses the essence and position of education as praxis in the horizon of Practical Philosophy. The real praxis of education is an action for human beings to cherish goodness and it is also a fundamental way to pursue the good life and the excellence of humanity. Educational action and its purpose are united and constitutive. It is an action based on rationality, morality and internal purposiveness. Only when education has these characteristics can it be the real praxis. As one of the highest forms of human practice, the purpose of education is ultimate, not instrumental. The instrumentalization, formulization and technicalization of education turn it into a technical process which makes the praxis degrading and distorted. Thus returning to praxis is a necessary appeal for education to become the practice which pursues its internal purpose consisting of good, ethical and rational actions.
2014, 32(2): 21-30.
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The modern Cynicism in the educational philosophy has a feature of comprehensive collation and reflection on modern education. The problem and crisis of modern educational philosophy lie in modern Cynicism, which is rather an extreme and prevalent illness than Nihilism. It is cynic in philosophy, and what's worse, in life and institution. The modern Cynicism acts as a new ideology, a new life style and practice that generate educational practices without energy or depth. Curing modern Cynicism is to rebuild the value of spiritual life. Public life, public rationality and public spirit should be the fundamental direction of the philosophy of modern education.
The modern Cynicism in the educational philosophy has a feature of comprehensive collation and reflection on modern education. The problem and crisis of modern educational philosophy lie in modern Cynicism, which is rather an extreme and prevalent illness than Nihilism. It is cynic in philosophy, and what's worse, in life and institution. The modern Cynicism acts as a new ideology, a new life style and practice that generate educational practices without energy or depth. Curing modern Cynicism is to rebuild the value of spiritual life. Public life, public rationality and public spirit should be the fundamental direction of the philosophy of modern education.
2014, 32(2): 31-37.
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"Praise" and "respect" are two important but distinctive ethical concepts in classical ethics, of which the differences and causes are vague when modern society is escaping from the nobleness and excellence. Through an analysis of Aristotle's The Nicomachean Ethics and Kant's Fundamental Principles of the Metaphysic of Morals, it points out that praise and respect have different subjects and working principles. In moral education, we should follow these discussions, distinguish two types of things, namely the things worthy to be praised and to be respected, and get out of errors in moral practice for the improvement of learners' cultivation.
"Praise" and "respect" are two important but distinctive ethical concepts in classical ethics, of which the differences and causes are vague when modern society is escaping from the nobleness and excellence. Through an analysis of Aristotle's The Nicomachean Ethics and Kant's Fundamental Principles of the Metaphysic of Morals, it points out that praise and respect have different subjects and working principles. In moral education, we should follow these discussions, distinguish two types of things, namely the things worthy to be praised and to be respected, and get out of errors in moral practice for the improvement of learners' cultivation.
2014, 32(2): 38-43.
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Freedom is the necessary condition to promote students' all-round development. Regarding confucius as the representative, the curriculum in ancient Chinese Confucian private schools showed the conscious characteristics in enhancing individuals' development of spontaneousness and judgment. This feature was not only reflected in the curriculum morphology of the integration of knowledge to action, but also in the curriculum psychological structure of inward restraint, considerateness of others in one's own place, common sense of happiness. The development of consciousness through curriculum in Confucian private schools not only helps to reveal the cultural foundation of all-round development of students, but also is conducive to a deep insight into reasons why the foundation is weak.
Freedom is the necessary condition to promote students' all-round development. Regarding confucius as the representative, the curriculum in ancient Chinese Confucian private schools showed the conscious characteristics in enhancing individuals' development of spontaneousness and judgment. This feature was not only reflected in the curriculum morphology of the integration of knowledge to action, but also in the curriculum psychological structure of inward restraint, considerateness of others in one's own place, common sense of happiness. The development of consciousness through curriculum in Confucian private schools not only helps to reveal the cultural foundation of all-round development of students, but also is conducive to a deep insight into reasons why the foundation is weak.
2014, 32(2): 44-52.
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Compared with the United States, the development of institutional research in Britain is tardy. From the historical origin, the early British "institutional research" activities included "individual university's history" and "government reports". But the "serious" institutional research originated in the process when the Britain government decided to boost the massification of higher education policy from 1963 to 1987. During that period, institutional research mainly focused on policy research on the system level which aimed to promote the "education equality" and pedagogical adjustment of the university to support "the new students" learning. Since the late 1980s, great changes on the relationship have taken place between the higher education institutions and the UK government. "Quality Assessment Movement" and "Public Accountability" have madea contribution to strengthening institutional research in universities and colleges. At the same time, the focus of institutional research has shifted from "equality" to "quality". Much could be inspired and learnt from the experience of the institutional research in the UK for other European countries and for China to develop a formally constituted institutional research capacity.
Compared with the United States, the development of institutional research in Britain is tardy. From the historical origin, the early British "institutional research" activities included "individual university's history" and "government reports". But the "serious" institutional research originated in the process when the Britain government decided to boost the massification of higher education policy from 1963 to 1987. During that period, institutional research mainly focused on policy research on the system level which aimed to promote the "education equality" and pedagogical adjustment of the university to support "the new students" learning. Since the late 1980s, great changes on the relationship have taken place between the higher education institutions and the UK government. "Quality Assessment Movement" and "Public Accountability" have madea contribution to strengthening institutional research in universities and colleges. At the same time, the focus of institutional research has shifted from "equality" to "quality". Much could be inspired and learnt from the experience of the institutional research in the UK for other European countries and for China to develop a formally constituted institutional research capacity.
2014, 32(2): 53-60.
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Under the attack of instrumental rationalism education mode and examination system, Chinese pupils' creative personality has come to serious a distortion edge. This study has introduced the theory of the most prominent experiential learning expert David Kolb's experiential learning theory and reconstructed it locally by reducing the risk of activity through the simulated situation, carefully designing interesting games, activities and problem solving situations, as well as using class or spare time to carry out a series of theme activities. The experiment results show that pupils' creative personality is significantly increased whether on overall or on the four dimensions of imagination, challenge, adventure and curiosity. This will open a new way for cultivating creative talents at an early age in China.
Under the attack of instrumental rationalism education mode and examination system, Chinese pupils' creative personality has come to serious a distortion edge. This study has introduced the theory of the most prominent experiential learning expert David Kolb's experiential learning theory and reconstructed it locally by reducing the risk of activity through the simulated situation, carefully designing interesting games, activities and problem solving situations, as well as using class or spare time to carry out a series of theme activities. The experiment results show that pupils' creative personality is significantly increased whether on overall or on the four dimensions of imagination, challenge, adventure and curiosity. This will open a new way for cultivating creative talents at an early age in China.
2014, 32(2): 61-66.
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Philosophy of science is the essence among the development of western science and culture, which provides significant methodological guidance for the research of different disciplines. From the starting point of the discussion on realism in the history of scientific philosophy, this paper briefly reviewed the development of western philosophy of science, and introduced the recent developments of constructive realism, in order to make the scholars in the fields of education and even social sciences pay more attention on philosophy of science, especially on constructive realism in vigorous development of New Vienna Circle. Furthermore, when current education science research is reflected in the guidance of constructive realism, breakthrough should be made from the following four aspects: on the construction of discipline, integration among disciplines should be enhanced; on the orientation of research, indigenous approach should be emphasized; on the academic purport, education practice should be strengthened; on the method of research, multi-paradigm should be recognized.
Philosophy of science is the essence among the development of western science and culture, which provides significant methodological guidance for the research of different disciplines. From the starting point of the discussion on realism in the history of scientific philosophy, this paper briefly reviewed the development of western philosophy of science, and introduced the recent developments of constructive realism, in order to make the scholars in the fields of education and even social sciences pay more attention on philosophy of science, especially on constructive realism in vigorous development of New Vienna Circle. Furthermore, when current education science research is reflected in the guidance of constructive realism, breakthrough should be made from the following four aspects: on the construction of discipline, integration among disciplines should be enhanced; on the orientation of research, indigenous approach should be emphasized; on the academic purport, education practice should be strengthened; on the method of research, multi-paradigm should be recognized.
2014, 32(2): 67-73.
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In teaching practices, "reality shock" which refers to the dissonance between ideal and reality is inevitable for almost every student teacher. This phenomenon will not only impair the effects of teaching practice, but also lead to the novice teachers' poor adaptation and even the decision of leaving the teaching position, which thus arouses much concern of more and more researchers. A theoretical model of student teachers' "reality shock" is established based on previous pertinent researches. This model systematically analyses and summarizes the content, consequences, and impact factors of "reality shock", and it is helpful for student teachers, normal colleges, and practice schools to understand this phenomenon more deeply, and take steps to improve the situation of teaching practices.
In teaching practices, "reality shock" which refers to the dissonance between ideal and reality is inevitable for almost every student teacher. This phenomenon will not only impair the effects of teaching practice, but also lead to the novice teachers' poor adaptation and even the decision of leaving the teaching position, which thus arouses much concern of more and more researchers. A theoretical model of student teachers' "reality shock" is established based on previous pertinent researches. This model systematically analyses and summarizes the content, consequences, and impact factors of "reality shock", and it is helpful for student teachers, normal colleges, and practice schools to understand this phenomenon more deeply, and take steps to improve the situation of teaching practices.
2014, 32(2): 74-80.
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To test the prediction of gratitude on people's helping behaviors, and make a more thorough research on the relationship between gratitude, indebtedness and happiness, 296 undergraduates were selected to fill in the situational experiment, adopting the methods of descriptive statistics and covariance analysis. Results indicated that gratitude is different from indebtedness and happiness. It is a positive emotional characteristic with value of social morality, rather than indebtedness and happiness; gratitude can positively predict pro-social behavior such as helping behavior.
To test the prediction of gratitude on people's helping behaviors, and make a more thorough research on the relationship between gratitude, indebtedness and happiness, 296 undergraduates were selected to fill in the situational experiment, adopting the methods of descriptive statistics and covariance analysis. Results indicated that gratitude is different from indebtedness and happiness. It is a positive emotional characteristic with value of social morality, rather than indebtedness and happiness; gratitude can positively predict pro-social behavior such as helping behavior.
2014, 32(2): 81-87.
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In recent years, many neuropsychologists have studied synaesthesia in whole brain. From these studies we find that synaesthetic colour experience in color synaesthesia can activate V4, but is not necessarily restricted to V4. Rather it involves a network of brain areas (six brain locations activated). Similarly, in other types of synaesthesia, networks of brain areas are involved. Some evidences have showed that synaesthetes have increased grey matter or white matter in area V4 or other areas, which implies that there are structural differences of brain and genetic differences between synaesthetes and non-synaesthetes. Much work to look for the genes that determine synaesthesia is still going on, yet some studies have showed that genetic basis may be found in genes which influence the development of connectivity in the brain, such as TBR1. These phenomena still need to be tested in the future.
In recent years, many neuropsychologists have studied synaesthesia in whole brain. From these studies we find that synaesthetic colour experience in color synaesthesia can activate V4, but is not necessarily restricted to V4. Rather it involves a network of brain areas (six brain locations activated). Similarly, in other types of synaesthesia, networks of brain areas are involved. Some evidences have showed that synaesthetes have increased grey matter or white matter in area V4 or other areas, which implies that there are structural differences of brain and genetic differences between synaesthetes and non-synaesthetes. Much work to look for the genes that determine synaesthesia is still going on, yet some studies have showed that genetic basis may be found in genes which influence the development of connectivity in the brain, such as TBR1. These phenomena still need to be tested in the future.
2014, 32(2): 88-96.
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Embodied cognition emphasizes our body's important role in human cognitive process. Researchers have termed the form of physical variables altering an individual's moral behavior and moral judgment as "moral psychophysics". This article reports the results of a meta-analysis of individual perception's relationship with one's moral behavior and moral judgment, and whether this affiliation is moderated by any subsidiary variables. Significance tests and moderator analyses were performed through random-effect models. The combined effect size for the relation between individual perceptions, moral judgment and moral behavior was weakly correlated (r=0.19, p < 0.01). Variables such as the directions, cognitive activities, perceptions, moral metaphors and Western or Eastern cultures did not show significant moderation effects. However, if the cultures are not merely classified by Western or Eastern and is rater specifically categorized as "country culture", a moderation effect was found (Q = 79.454, p < 0.001).
Embodied cognition emphasizes our body's important role in human cognitive process. Researchers have termed the form of physical variables altering an individual's moral behavior and moral judgment as "moral psychophysics". This article reports the results of a meta-analysis of individual perception's relationship with one's moral behavior and moral judgment, and whether this affiliation is moderated by any subsidiary variables. Significance tests and moderator analyses were performed through random-effect models. The combined effect size for the relation between individual perceptions, moral judgment and moral behavior was weakly correlated (r=0.19, p < 0.01). Variables such as the directions, cognitive activities, perceptions, moral metaphors and Western or Eastern cultures did not show significant moderation effects. However, if the cultures are not merely classified by Western or Eastern and is rater specifically categorized as "country culture", a moderation effect was found (Q = 79.454, p < 0.001).
2014, 32(2): 97-103.
Abstract:
To realize the goal of education universalization, modern pioneer educators paid great attention on the design of higher normal education system, leading to the construction of "Zoning of Higher Normal Education" and the successive establishment of "six higher normal schools". In the 1920s, this system was broken down since most of normal high schools were changed into normal universities, which caused some appeals for the reconstruction of the former system. As a result, there aroused a controversy about the existence of normal universities between MENG Xiancheng and HU Xiansu. HU approved of an 'open' mode of teacher training instead of the 'closed' one. Nevertheless, this kind of plan was not in accordance with the social reality of China and HU did not understand pedagogy and normal education thoroughly. MENG pointed out all of his faults. We can draw some lessons about the reform of normal education from this controversy.
To realize the goal of education universalization, modern pioneer educators paid great attention on the design of higher normal education system, leading to the construction of "Zoning of Higher Normal Education" and the successive establishment of "six higher normal schools". In the 1920s, this system was broken down since most of normal high schools were changed into normal universities, which caused some appeals for the reconstruction of the former system. As a result, there aroused a controversy about the existence of normal universities between MENG Xiancheng and HU Xiansu. HU approved of an 'open' mode of teacher training instead of the 'closed' one. Nevertheless, this kind of plan was not in accordance with the social reality of China and HU did not understand pedagogy and normal education thoroughly. MENG pointed out all of his faults. We can draw some lessons about the reform of normal education from this controversy.
2014, 32(2): 104-110.
Abstract:
During the period of Republic of China, the development of national universities can be classified into four periods——the period of slow growth (1912-1921), the period of the rapid expansion (1922-1926), the period of systematization (1927-1936), and the period of steady growth (1937-1949). Meanwhile, the regional distribution of the national universities underwent four stages——the stage of serious imbalance (1912-1926), the stage of relative unbalance (1927-1936), the stage of decentralized(1937-1945), the stage of relative balance(1946-1949). National universities were the carrier of the central ideology and also a tool in the struggle of the parties. The distributional imbalance of national universities was the result of a natural development while the distribution equilibrium was the result of an artificial regulation. There is a historical paradox in the relationship between government and universities. As the crystallization of the fusion between Chinese and Western cultures, national universities were a typical representative of modernization of Chinese higher education.
During the period of Republic of China, the development of national universities can be classified into four periods——the period of slow growth (1912-1921), the period of the rapid expansion (1922-1926), the period of systematization (1927-1936), and the period of steady growth (1937-1949). Meanwhile, the regional distribution of the national universities underwent four stages——the stage of serious imbalance (1912-1926), the stage of relative unbalance (1927-1936), the stage of decentralized(1937-1945), the stage of relative balance(1946-1949). National universities were the carrier of the central ideology and also a tool in the struggle of the parties. The distributional imbalance of national universities was the result of a natural development while the distribution equilibrium was the result of an artificial regulation. There is a historical paradox in the relationship between government and universities. As the crystallization of the fusion between Chinese and Western cultures, national universities were a typical representative of modernization of Chinese higher education.
The Paradox of "Child" and "Army": Studies on the Development of Boy Scouts in the Republic of China
2014, 32(2): 111-115.
Abstract:
In the early 1900s, Robert Baden Powell founded a children's organization named Boy Scouts and proposed a "non-army"principle. In the republican period, Boy Scouts was introduced into China, with a Chinese name"Tongzi Jun" in, meaning children's army. Furthermore, there existed a paradox of "child" and "army" during the development of Boys Scouts in China. We can further understand the educational value of scouting by pointing out this paradox and present the special development of Boy Scouts in the Republic of China by analyzing this paradox.
In the early 1900s, Robert Baden Powell founded a children's organization named Boy Scouts and proposed a "non-army"principle. In the republican period, Boy Scouts was introduced into China, with a Chinese name"Tongzi Jun" in, meaning children's army. Furthermore, there existed a paradox of "child" and "army" during the development of Boys Scouts in China. We can further understand the educational value of scouting by pointing out this paradox and present the special development of Boy Scouts in the Republic of China by analyzing this paradox.
2014, 32(2): 116-124.
Abstract:
There are four periods in the centennial studies on John Dewey's thought of education in China. The first period is the first thirty years in the 20th century when the main work was translating Dewey's works and introducing Dewey's thought into Chinese academic circles. Hu shih was the representative scholar in this period. The second period is from 1930 to 1949, in which the studies on Dewey's thought were productive. There were kinds of researches from the perspective of libertarianism, from the theory of creative evolution or from the perspective of Marxism. However, the research has been split into two branches since 1949. This is the third period. In the People's Republic of China, there had been full of criticism of Dewey's thought of education from the ideology of Marx-Leninism, which had no academic elements. In Hong Kong and Taiwan, the research became prosperous and Tsuin-Chen Ou became the most outstanding scholar in the field. In the fourth period which began in 1980, the People's Republic of China began to reevaluate Dewey's thought of education and the studies began to revive. In the view of the research's type of thought, the history of studies on Dewey's educational thought in China is a course which started from experimentalism, and underwent to absolutism, and then returned to experimentalism.
There are four periods in the centennial studies on John Dewey's thought of education in China. The first period is the first thirty years in the 20th century when the main work was translating Dewey's works and introducing Dewey's thought into Chinese academic circles. Hu shih was the representative scholar in this period. The second period is from 1930 to 1949, in which the studies on Dewey's thought were productive. There were kinds of researches from the perspective of libertarianism, from the theory of creative evolution or from the perspective of Marxism. However, the research has been split into two branches since 1949. This is the third period. In the People's Republic of China, there had been full of criticism of Dewey's thought of education from the ideology of Marx-Leninism, which had no academic elements. In Hong Kong and Taiwan, the research became prosperous and Tsuin-Chen Ou became the most outstanding scholar in the field. In the fourth period which began in 1980, the People's Republic of China began to reevaluate Dewey's thought of education and the studies began to revive. In the view of the research's type of thought, the history of studies on Dewey's educational thought in China is a course which started from experimentalism, and underwent to absolutism, and then returned to experimentalism.