Generatio
Thegenerationanddevelopmentofmoderneducationisrestrictedbyavarietyofcomplexfactorsinsideandoutsidetheeducationsystem,butinthefinalanalysisisdeterminedbythelevelofsocialproductivitydevelopment.Thisisthebasicviewpointofhistoricalmaterialismontheemergenceanddevelopmentofmoderneducation.
Todaymanyyearslater,wecanstillfeeltheshockthatHeZiyuanandothers'modern"educationalinnovation"broughttotheprocessofmodernChinesehistory.
HeZiyuan’s"EducationalInnovation"-refersto"innovatingnewlearning,abandoningimperialexaminations,combiningliberalartsandsciences,emphasizingeducationandstrengthening."
Conceptus
AboutDifferentpeoplehavedifferentdefinitionsfortheconceptofmoderneducation.Somepeoplestartwithexternalconditionsanddefinemoderneducationas"aneducationalconcept,form,andcharacteristicsuitableformodernproductionsystems,moderneconomicsystems,modernculturalsystems,modernscienceandtechnology,andmodernsociallifestyles."Somepeoplelookattheproblemfrominternalfactors,anddefineitas"theeducatorusesthecontentoftheunityoflarge-scaleproductionandsociality,andsocializestheeducatedintoapersonwhocanadapttothemodernsocietywheremodernproductivityandproductionrelationsareunified.Activities."
Together,moderneducationcanbeexpressedas:"Fromthedevelopmentofcapitalistindustryandcommodityeconomytothecompleterealizationofcommunism,thishistoricalperiodisdedicatedtotheintegrationofproductionandlabor.,Educationthatcultivatesall-rounddevelopmentofpeople.”Thisdefinitionseekstorevealthecommonalityofmoderneducation.
Infact,differentculturaltraditions,socialsystemsandmodernsocietiesatdifferentstagesofdevelopmentwillexpressandrealizethiscommonalitywiththeirownuniquepersonalities.Inthissense,capitalistmoderneducationandsocialistmoderneducation,BritishmoderneducationandAmericanmoderneducationhavebothcommontrendsanddifferentcharacteristics.Moderneducationisacomplex,diverse,dynamic,comprehensiveandunifiedconcept.
Characteres
Thesocialnatureofeducationisthefundamentalattributeofeducation.Educationisaphenomenonpeculiartomankind.Itiscarriedoutthroughlanguageandwriting,whichisauniqueproductofhumansociety,andispeculiartohumansociety.Sinceeducationisseparatedfromproductionandlabor,ithasassumedindependentsocialfunctionsandhasbecomeanactivitydedicatedtopassingsociallifeexperienceandcultivatingpeople,withtheultimategoalofsocializingpeople.
Comparedwithancienteducation,moderneducationistheproductofmodernproductionfromtheperspectiveofproductivityandeducationaldevelopmenthistory.ItreferstotheindustrialrevolutionthatbeganinBritaininthe18thcentury,andthemachineindustryreplacedtheoriginalworkshop.Educationafterhandicraftproduction.Moderneducationisbasedonmodernlarge-scalemachineproductionandisinamodernsocietybasedoncommodityeconomy.Therefore,comparedwithancienteducation,ithasnewcharacteristics.
Notae propriae modernae institutionis publicae, productivae, scientificae, internationalis, vitae longae et futuri.
Comprehensivevelopment
Cultivatetheidealsandtheoriesoffullydevelopedindividualstotherealworld.
Thisisthebasicfeaturethatdistinguishesmoderneducationfrompreviouseducation.
Thefirstreasonwhymoderneducationiscalledmoderneducationisthatitcanputforwardthepurposeofcultivatingmodernpeople,thatis,fullydevelopedindividuals,andputitintopractice.Nopreviouseducationcandothis.Inotherwords,ifyoucannotcultivatefullydevelopedindividuals,itcannotberegardedasmoderneducation.
Fundamentalcharacteristics
Thisbasiccharacteristic,togetherwiththepreviouscharacteristic,whichistocultivateafullydevelopedindividual,isthetwofundamentalcharacteristicsofmoderneducation.b>Features.
Modernlarge-scalemachineproductionbasedonmodernscienceandtechnologyrequiresworkerstounderstandscienceandtechnology,befamiliarwithproductionprinciples,andmastermodernproductionknowledgeandskills.Forsuchworkers,theculturalqualityisthefoundation,andtheproductiontechnologyqualityisthecondition.Itisdifficulttocultivatealargenumberofworkersonlybyeducationthatisseparatedfromproductionortheproductionprocesswithouteducation.Onlythroughschooleducationthatiscloselyintegratedwithproductionandlaborcanalargenumberofstudentsbecultivated.Skilledworkers,techniciansandmanagers.Therefore,modernsocietyobjectivelyrequireseducationtobecombinedwithproductivelabor,toadapttotherequirementsofmodernproductionandthedevelopmentofthenationaleconomy,andtoreflecttherequirementsofproduction.Thisistheobjectivelawofthedevelopmentofsocialproductiveforces.AsMarxandEngelspointedout:"Thecombinationofproductivelaborwithintellectualeducationandsportsisnotonlyawaytoimprovesocialproduction,butalsotheonlywaytocreateafullydevelopedperson."ThecurrentcombinationofeducationandproductivelaborhasbecomeamodernThedevelopmenttrendofeducationhasattractedwideattentionfromcountriesallovertheworld,andhasbecomeanimportantfeaturethatdistinguishesitfromancienteducation.
ScienceandHumanities
Thecoreofmoderneducationisscienceeducation.Thecontentofeducationisscientific,andthemethodofeducationisalsoscientific.Withoutscienceeducation,therewouldbenomoderneducation.Theoppositeofscienceeducationisreligiouseducationoreducationbasedonfaith;itisessentiallydifferentfromempiricaleducationorcommonsenseeducationlimitedtoknowledgeandperceptualactivities;italsobreakstheso-calledeleganteducationoreducationbeforeit.Thelimitationsofclassicalculturaleducation.Moderneducationrequiresstudentstosystematicallylearnscientificknowledgeincludingbasicsubjectsandrelatedprofessionalscientificknowledge,learnandmastercomprehensive(basic)techniquesandrelatedspecializedtechniques,conducthands-onandpracticalskillstraining,andcultivatethepursuitoftruth,exploration,innovation,Dedicatedtothescientificspiritofscienceforthebenefitofmankind,theeducationalmethodfollowsthescientificepistemologicalline,integratestheorywithpractice,attachesimportancetotheory,attachesimportancetoobservation,experiment,operationandsocialpractice.
Theprofoundsocialandhistoricalpracticefoundationofscienceeducationliesinthefactthatsocialproductionandsociallifearebecomingmoreandmorescientific,relyingonscienceandtechnologyandprovidingfertilegroundforthetransformationanddevelopmentofscienceandtechnology.ThefounderofMarxismscientificallyrevealedthelawofthehistoricalprocessofthegradualtransformationofproductivityfromphysicalstrength,productionexperienceandskillstoscienceandtechnology.Itisscienceandtechnologythatconnecteducationwithproductivelabor.Withoutscienceandtechnology,therewouldbenocombinationofmoderneducationandproductivelabor.Similarly,withoutscienceandtechnologyeducation,therewillbenooverallpersonaldevelopment.Becausescienceandtechnologyarepowerfulproductiveforces,theyarepowerfultoolsforunderstandingandtransformingtheworldandcreatingnewlives.Bacon’sfamoussayinggoeswell:"Knowledgeispower."AnindividualmasteringscienceandtechnologymeansimprovingandenhancinghisStrengthgainsmoreinitiativeandfreedominfrontoftheobjectiveworld,andthisisthespiritualessenceofpersonalfreedom,fullandoriginaldevelopmentthatMarxtalksabout,thatis,all-rounddevelopment.
Educationaldevelopment
Thisismanifestedinthegradualpopularizationofmoderneducationandthecontinuousexpansionofeducationalobjects.
Inthelarge-scalemachineproductionofmodernsociety,scienceandtechnologyarewidelyused.Productivityinteractswithscienceandtechnology,anddevelopsrapidly.Complexlabormakesitimpossibleforworkerstooperateonlybyrelyingontheirownphysicalstrengthandtraditionalskills.Workersmusthaveacertainlevelofcultureandaconsiderablelevelofscientificknowledge,productiontechnology,andunderstandTheperformanceofthemachinecancorrectlyoperatethemachine,andasscienceandtechnologytransformintothefirstproductiveforce,thisrequirementwillbecomehigherandhigher.Theprimitiveandhand-producedfamilyandguildeducationthatdestroyshumannature,isdivorcedfromreality,cumbersomephilosophies,rigorouslyhierarchicalancienteducation,father-to-child,teacher-to-apprentice,andguildeducationcannolongermeettheneedsofmassproduction.Tocultivatethelaborersandscientificandtechnicalpersonnelrequiredformodernlarge-scalemachineproduction,itisnecessarytogothroughsystematiclearningandspecializedtrainingofschooleducation.Thefunctionsofschooleducationhaveundergonegreatchanges.Notonlymusttherulingclasscultivatetalentsforthemanagementofthecountryandenterprises,butalsotrainandtrainordinaryworkers.Educationneedstobeuniversal.Thetargetofeducationneedstobeexpanded.Evenintheearlystageofcapitalistsociety,nottomentionthestrugglepressureoftheworkingmassestofightfortherighttoeducation,thecapitaliststhemselves,inordertodevelopproductionandobtainhighprofits,mustpopularizeeducation,extendtheperiodofcompulsoryeducation,andtrainandtrainworkingpeople.Especiallysincethe1950s,withthewidespreaduseofnewtechnologiessuchaselectroniccomputers,biologicalengineering,opticalfibers,andlasers,andthedevelopmentandutilizationofnewgenerationtechnologiessuchasnewmaterials,newenergy,andinformationscience,inthefierceinternationalcompetition,Scientificcreation,advancedtechnologyandskill,andthequalityandtalentsofworkershavebecomeimportantfactorsinpoliticalandeconomicdevelopment.Inthefaceofseverecompetition,peopleofinsight,includingthebourgeoisie,realizethatinvestingineducationanddevelopingintellectualresourcesismorebeneficialthaninvestinginmaterialresources,andthereforeattachesgreatimportancetoeducation.Countriesintheworldgenerallyincreaseeducationfunding,extendthelengthofcompulsoryeducation,acceleratethemodernizationofeducationalmethods,strengthenvocationalandtechnicaleducation,carryoutadultcontinuingeducation,carryoutaseriesofeducationalreforms,andregardeducationasthestrategicfocusoftheirowneconomic,political,militaryandsocialdevelopment,Educationisbecomingmoreandmorepopular.
Theoreticalconsciousness
Duetothedevelopmentofmodernproductionandtheprogressofscienceandtechnology,moderneducationhasaddedalargeamountofscientificandculturalknowledge,socialandhistoricalknowledgeandnewscientificresearchresultsfromthecontent.Alllevelsandtypesofschoolshavecompletecoursesincludinghumanitiesandnaturalsciences,whicharemoreconducivetothedevelopmentofstudents.Intheformofteachingorganization,duetothegradualpopularizationofeducationandthecontinuousexpansionofeducationalobjects,theindividualeducationalorganizationformofancientschooleducationcannolongermeettheneedsofeducationaldevelopment.Toadapttotheorganizationalformofmodernlarge-scaleproduction,tocultivateallkindsoftalentsatalllevelsandwithcollectiveteachingasthebasicfeature.
Atthesametime,itshouldbenotedthatChina’ssocialismwasestablishedonthebasisofthesemi-feudalandsemi-colonialoldChina.Thefeudalismandbourgeoisideologyremainingintheoldsocietyarestilltoacertainextent.Existence;inordertoputthedevelopmentofproductiveforcesinthefirstplace,intheprimarystageofsocialisminourcountry,aftertheexploitingclassastherulingclasswasoverthrown,intheeconomy,apartfrominsistingonpublicownershipanddistributionaccordingtowork,italsoretainsothereconomiccomponentsanddistributionmethods.Asasupplement,theseeconomiccomponentsanddistributionmethodswillalsobecomethebasisofcertainnon-socialistideas;weneedtoabsorbandusealltheadvancedcivilizationachievementscreatedbyallcountriesintheworld,includingdevelopedcapitalistcountries,todevelopsocialism.Weneedtoopenupandinvigorate.Withtheintroductionofforeigncapitalandtechnology,thewindofcapitalismwillcontinuetoblowonus.Allofthesewillaffecttheattitudesandeducationalthoughtsofmanypeopleinourcountry.Asasocialphenomenon,classstrugglewillexistforalongtimewithinacertainrange,anditwillbemanifestedasastrugglebetweenbourgeoisliberalizationandthefourbasicprinciples.Thiskindofstruggleiscloselyrelatedtoandintertwinedwiththestrugglesbetweenthehostileforcesthatwanttosubvertourcountry’ssocialistsystemandusininfiltrationandanti-infiltration,subversionandcounter-subversion,peacefulevolutionandanti-peacefulevolution,andsometimesbehavequitesharply.Intensifiedharmony,soraisingthepeople’ssocialistconsciousnesshasbecomethetoppriorityforconsolidatingthesocialistsystem.
Developmenttrend
Moderneducation,especiallytheeducationsystemafterWorldWarII,hasshownsomecommondevelopmenttrends.
1.Strengthenpreschooleducationandattachimportancetoitsconnectionwithprimaryeducation
Earlychildhoodeducationistheeducationbeforeenteringschooleducation,calledpreschooleducation.Itlaysthefoundationforthelifeandlearningofschooleducation.Pre-schooleducationhaspositivesignificanceforthefuturedevelopmentofchildren.
Inordertomakethetransitionfrompreschooleducationtoelementaryeducationsmoothly,moreandmorecountriesarepayingattentiontostrengtheningthepreparationofpreschoolchildrentoenterschool,sothattheyhavecertaindevelopmentconditionsbeforeenteringanewkindoflearningactivity.
2.Strengthenuniversalcompulsoryeducationandextendtheperiodofcompulsoryeducation
Compulsoryeducationisalegalformstipulatedbythestate,whichisprovidedfreeofchargeforchildrenofacertainage.Adegreeofschooleducation.
Compulsoryeducationisalsocalledcompulsoryeducation.Itisnationaleducationthatmustbeacceptedbyschool-agechildrenandteenagersandmustbeguaranteedbythestate,society,schools,andfamilies.Itismandatory,universalandbasic.
3.Generalsexeducationandvocationaleducationaredevelopinginthedirectionofmutualpenetration
Generaleducationismainlyaimedatenteringhighereducationandtakingbasicscientificknowledgeasthegoal.Schooleducationwiththemainteachingcontent;vocationaleducationisaschooleducationwithemploymentasthegoalandtheknowledgeandskillsofengaginginacertainoccupationorproductivelaborasthemainteachingcontent.Studentsingeneraleducationschoolshaverelativelypoorsocialadaptability,whilestudentsinvocationaleducationschoolsarelackinginscientificandculturalquality.Therefore,generaleducationandvocationaleducationhavebeguntodevelopinthedirectionofmutualpenetration,andtheproportionofcomprehensivemiddleschoolshasgraduallyincreased,andtherehasbeenatrendofprofessionalizationofgeneraleducationandgeneralizationofvocationaleducation.
4.Thetypesofhighereducationareincreasinglydiversified
Withtherichanddiversifiedsociallifeandthepopularizationofhighereducation,thetraditionalThestandardsingleuniversityisgraduallychanging.Intermsofform,schoolswithdifferenteducationalsystemsanddifferentformsofrunningschoolshaveappearedoneafteranother;intermsofcontent,basic,applied,andtechnologicalschoolshavetheirowncharacteristics;intermsofenrollmentpurposesandmethodsoftextualandculturalevaluation,therearealsovarious.Highereducationisgraduallypopularizedwhilemaintainingitsacademicnaturetoadapttothevariabilityofmodernsociallife.
5.Theboundarybetweenacademiceducationandnon-academiceducationhasgraduallyfaded
Withthetransitionfromone-timeeducationtolifelongeducation,obtainingadiplomaisaneducationThedegreeofpurposegraduallydecreases,thepurposeofsupplementingknowledgeandenrichinglifethrougheducationisgettingstrongerandstronger,thedegreeofsocialeducationisgettinghigherandhigher,andtheboundarybetweenacademiceducationandnon-academiceducationisgraduallyweakening.
6.Theeducationsystemshouldbeconducivetointernationalexchanges
ThedevelopmentofmoderntransportationandcommunicationtechnologyhasmadetheworldshrinkingandinternationalculturalexchangesImportantandmoreandmorerealistic,thisrequirestheeducationsystemsofallcountriestobeconducivetointernationalexchangesandenhancetheinteroperabilityofacademicsystems,degrees,andcredits.
Otherfeatures
Withunprecedentednewmethods.
Itisincreasinglyshowingintegrityandopenness.
Extensionandenhancementofeducationalfunctions.
Thesocialstatusofeducationhasgraduallyundergonefundamentalchanges.
Continuouschange-thenatureandexistenceofmoderneducation.
Nota:(1) Seethebasicissuessuessores of moderneducationin the second part of "modernEducation" P173
(2) Seethebasicissuesofmoderneducationin the second part of "ModernEducation" QuestionP179~180