Reflection and Learning from Experience: Chinese and Foreign Educational Reviews

Author: Zhu Yongxin
Publisher:
Publish Date: 2004-08-01
Features: The Collected Works of Zhu Yongxin on Education is a key project under the National "Fifteenth Five-Year" Publishing Plan. The collection consists of ten volumes, comprehensively compiling the educational research achievements of Zhu Yongxin, a member of the National Committee of the Chinese People's Political Consultative Conference, a Standing Committee member of the Central Committee of the China Democratic League, and a professor and doctoral supervisor at Soochow University. This volume includes 45 commentaries on Chinese and foreign education written by the author. The book is divided into two parts, each containing six sections. The first part, Commentaries on Chinese Education, includes three sections: Macro-Education Policy, Meso-Education Issues, and Regional Education Development. The second part, Commentaries on Foreign Education, also includes three sections: Comparative Education Research, Japanese Education Research, and Educational Thought Research. These works reflect the author's long-term research on Chinese and foreign education issues and his diverse perspectives on education. Walking on the Path of Education (Preface in Place)
Part 1: Commentaries on Chinese Education
Section 1: Macro-Education Policy Research
- What Is Missing in Chinese Education
- The Communist Party of China and Chinese Education
- Education Modernization and Human Modernization
- Innovation Education and Educational Innovation
- Innovation Education and the Cohesion of the Chinese Nation
- Several Policy Issues Related to Promoting Quality Education
- A Review and Prospect of the Past Century of Chinese Education
Section 2: Chinese Education Special Topic Research
- Some Policy Suggestions on Continuing Education for Teachers in China
- Trends in Curriculum Reform in China in the 21st Century
- Challenges and Prospects for Chinese Moral Education
- Issues Related to Comprehensive Universities Running Normal Education
- Problems of the Credit System
- On the Reform and Exploration of the College System
- On the Relationship Between Professional Education and Quality Education
Section 3: Regional Education Development Research
- An Examination and Reflection on the Balanced Development of Regional Education
- Exploring the Transformation of Famous Schools in Baoying
- Thoughts on the Modernization of Education in Suzhou
- "Science and Education Revitalize the City" and Suzhou's Sustainable Development
- Reflections on Several Issues in Suzhou Education
- Analysis of Teaching Management Models in Hong Kong and Taiwan
Part 2: Commentaries on Foreign Education
Section 4: Comparative Education Research
- Trends in Reform of Basic Education Abroad
- A Comparison of the Efficiency of Higher Education in China and the United States
- Preliminary Exploration of Teaching Management Models in Foreign Universities
- A Comparison of Teacher Education Curriculum in China and the United States
- Characteristics and Inspiration from the Internship Practices in Teacher Education in the United States and the United Kingdom
Section 5: Japanese Education Research
- Famous Educators in Japan on Chinese Education
- The Development of Japanese Education and Japanese Modernization
- Sociological and Psychological Examination of Japanese Culture
- Japanese Education Issues and Prospects
- Analysis of the Management of Private Schools in Japan
- Family Education Issues and Current Conditions in Japan
- Japan's Academic Society and Exam Hell
- School Rules and Bureaucracy in Japanese Primary and Secondary Schools
- Characteristics of the Teacher Training System in Japan
Section 6: Educational Thought Research
- Marxism and Psychology
- An Initial Exploration of Lenin's Educational Thought
- Darwin and Psychology
- Engels on Theoretical Thinking
- A Review of Structuralist Educational Thought
- The Historical Evolution of Western Educational Philosophy
- Modern Western Scientific Methodology and Its Inspiration for Educational Research
Epilogue: Walking with the Heart and Education (Postscript)
The collected works of Professor Zhu Yongxin are about to be published. He asked me to write a preface, perhaps because he saw that I am also very concerned about education and occasionally express my views on it, or because both he and I are descendants of the former members of the China Democratic League, such as Ma Xurun, Zhou Jianren, Ye Shengtao, and Lei Jieqing. Regardless of his reasons, out of respect for his academic achievements, a fondness for young scholars, and an interest in education, I agreed, even though I am not an expert in this field. However, this is also good, as an outsider who is always concerned about the industry's situation may offer a more objective and calm perspective.
I once said that Chinese education is something that everyone can comment on. Because educational issues are too complex, and China's educational issues are even more so. Not to mention that China, with the weak strength of a developing country, is running the world's largest education system, but China is in a transitional period, with severe imbalances between urban and rural areas, east and west, and the friction and collision of ideas from several eras, which are unparalleled in the world today. As the popularity of education increases, more and more people comment on it, so much so that almost every household discusses it frequently. This has raised many issues for educational research that may not be prominent in other countries. I believe the two most important issues are: one is that educational matters are interconnected, and one cannot discuss education in isolation or focus only on a part without considering the rest, distinguishing it from everyday talk; the other is how educational theory can move beyond its narrow circle of theorists and allow more people to understand, comment on, and practice it, thereby testing whether its theories can be accepted by the public in a broader context, avoiding the gap between experts and society.
Professor Zhu Yongxin's collected works have given me great comfort on both of these issues. In this collection, he examines and reflects on China's educational issues from a broad perspective, covering international and domestic, political and economic, cultural and social, and historical contexts. His discussions nearly encompass the entire educational process experienced by learners; from the macro level of educational philosophy and principles to the micro level of curriculum reform and extracurricular activities, he has thought deeply, conducted systematic investigations, and carried out serious experiments, always elevating them to a theoretical level. He is closely connected with psychology, which is closely related to education, and his research on foreign education conducted alongside his study of Chinese education is also part of his scope.
Professor Zhu Yongxin is not a "pure" scholar, although educational theoretical research has always been the core of his multifaceted work. He combines the roles of a teacher, an official, and a researcher. With the birth of his child, he has gained an additional identity as a parent. This makes it impossible for him to observe and study only a segment or aspect of the education system; instead, he must conduct research from all angles, at different levels. I have seen him in a state of extreme fatigue, and I once thought that this was either a test from heaven for someone destined for great responsibility or that it was his fate to be so. In fact, this has provided him with an excellent research environment and conditions: constantly switching roles requires constantly shifting perspectives and methods, naturally combining macro and micro, and over time, this has shaped his unique research methods and style.
If our research on any matter is driven only by rationality without the profound understanding that generates immense passion, in other words, without a deep love, it is difficult to create outstanding results. One of the characteristics of Professor Zhu Yongxin's research on education is his full-hearted dedication. His body is occupied by the three roles and one identity, naturally taking up all his time and energy. His heart, invisible but evident in the distinct love that runs through all his work and is reflected in his writings, is the best proof. He says, "Education is a poem." He named the tenth volume of the collection Poetry and Rationality. With poetic language, he praises education and expresses his educational philosophy:
Education is a poem.
The name of the poem is love.
In the eyes of every child, there is a mother's heart.
Education is a poem.
The name of the poem is the future.
In the long river of passing down civilization, there is a boat breaking through the waves.
If it were purely rational, without abundant, irrepressible emotions, how could it spark poetic sentiments? But he is not a romantic. He was already very busy, yet he pioneered the establishment of the Education Online website at his own expense, becoming a friend to many who are striving at the forefront of educational reform. Every day, after returning home with tired steps, he carefully reads the posts and letters on the website and responds to each one. This is self-imposed hardship. But he believes it is "poetry accompanying ideals" and "enjoyment and happiness." He works and lives in Suzhou, hailed as the "paradise on earth," where 12-year education has long been, and the goal of universal higher education is being pursued. Yet, as the vice mayor responsible for culture and education in the city, he is deeply concerned about the western regions, endlessly pondering how to narrow the education gap between east and west and constantly calling for solutions. How can he remain so devoted for so long? I believe the greatest driving force is that great love. The seamless connection between emotion and reason is the great difference between those who treat education and educational theory purely as a profession and those who achieve success.
Education is the fundamental guarantee for the continuity and development of human society. What makes humans human, distinguishing them from other animals, is, in a sense, the result of receiving education through different channels to varying degrees and contents. For a nation, education is the foundational project for ensuring development and growth. These have become common consensus. However, education is an extremely complex and vast system, requiring a large number of educational theorists and management experts. Those involved in it may find joy in it, but from the outside, educational theory research may seem dull and difficult, and management may appear cumbersome and. These perceptions often create a gap between theorists, managers, and the broader educational participants (including parents, students, and onlookers). Society needs scholars who combine theoretical research and management and can convey their passion for education to the public, sharing the joy and happiness of exploring the vast ocean of education together. However, such works and scholars are far too few.
Are we misunderstanding the so-called "scholarship" of humanities and social sciences, thinking that only specific industry language, including piles of jargon and sentences that require readers to ponder repeatedly, constitutes academic work? Or are there not enough people who can express complex things in clear and vivid language? Or is educational theory indeed so profound and inscrutable that it must be expressed in a language that transcends social conventions? I firmly believe that truth is always simple and straightforward. True "giants" should have the ability to express profound thoughts and complex laws in simple and vivid language, and there are many examples of this in history.
As a young educational theorist, Professor Zhu Yongxin is striving toward this goal and is beginning to develop his own style: combining argumentation, lyricism, and Q&A, logical and rigorous rational language, colloquial language familiar to the public, and passionate,-rich poetry, applying them as the thoughts, emotions, and needs of the text dictate. Some articles require the reader to sit upright and listen attentively, while others inspire spontaneous admiration, and some demand repeated reflection. What is valuable is that these are not, but rather natural expressions of his nature, which is his love for the educational cause, ultimately his love for the people.
When a certain style has already permeated society, and many people have become accustomed to it, even ingrained it in their subconscious, a different style emerging initially is often seen as an "outsider" (I will refrain from using the term "heresy"). I do not know if Professor Zhu Yongxin has had such experience. I sincerely hope he can persist, even if he is considered "this is not a paper," because the strength of an academic life is ultimately judged by the people, not just by a small academic circle. I also hope he will continue to refine and improve in this regard, allowing this refreshing breeze in the field of educational theory to blow continuously.
Education, like everything closely tied to people's lives, must be sensitive to the pace of the times, close to people's needs, and adaptable to changing circumstances and local conditions. Professor Zhu Yongxin's collected works mainly include his writings from entering the field of education to 2003. This reflects, from one side, the process of theoretical research and practice in the field of education in China since the reform and opening-up. "The battle is not yet over." In the two decades from basic well-being to comprehensive well-being, countless educational issues will emerge, requiring solutions, thus necessitating continuous observation, reflection, and research. Our educational theory will develop and grow in this process, and perhaps a Chinese educational theory will take shape during this period. Professor Zhu Yongxin is in the prime of his life, and "Yongxin" should always be ever-renewing. He will certainly seize this rare opportunity to deepen and expand his research, dedicating his talent and wisdom to the cause of Chinese education and Chinese educational theory, and writing more and better works. We look forward to it.
I humbly wrote this preface.
December 14, 2003, at the Day Reading Bookstore
This book reflects my thoughts on Chinese and foreign education and my heart's journey. I once wrote an article titled Education, My Greatest Love, and this book also largely reflects my journey with the heart and education. This book was written with my feet. I have also said that I am not a true educational expert; I am just a traveler in the field of education. I love the scenery of education. Reading ten thousand books and traveling ten thousand miles has always been one of my educational dreams. Over the years, I have visited many places in China and many places abroad. Whenever I go, education has always been my focus. When giving lectures in Wenzhou, I wrote Cangnan Education Tour; on a business trip to Shaanxi, I wrote Dingbian Education Tour; during my research in Japan, I produced a series of results on Japanese education. This book was also written with my heart. I have had many changes in my career over the years. Every time I changed jobs, I adjusted my research direction. As the vice president of academic affairs at Soochow University, my focus was on higher education, especially university teaching issues. After becoming the vice mayor of Suzhou, I became even more concerned with the reform and development of education in Suzhou. As a member of the National Committee of the Chinese People's Political Consultative Conference, I required myself to study national education policies and regional coordinated development issues. I have always believed that the research of humanities and social sciences must be closely combined with our lives and practice. Many of my articles may appear "contextual," such as The Communist Party of China and Chinese Education written on the 80th anniversary of the founding of the Communist Party of China, and Innovation Education and Educational Innovation proposed by Comrade Jiang Zemin. However, I have strived not to become a verifier of slogans or an amplifier of views. I hope every article has something of its own. Many of my leaders, colleagues, friends, and students have given me help, and four or five articles in this book were written after discussions with them. I would like to thank Professor Lan Yun of the College of Education at Texas A&M University, Professor Wang Zhixin of Miyazaki Prefectural University, Dr. Jiang Lequn of the University of Tokyo, and Mr. Ren of the Suzhou Institute of Education. I would like to thank Professor Xu Qingyu, vice president of the College of Education at Soochow University and a Ph.D. in Education from The Chinese University of Hong Kong, in particular. Despite his busy work and research tasks, he helped me edit this manuscript and wrote an excellent postscript for this book. My graduate students Yang Shubing and Wang Mingzhou also put in a lot of effort in printing and proofreading the manuscript, and I thank them here as well.
Finally, I dedicate this book to those who have walked, are walking, and will walk with me on the path of education!
This book is the author's analysis and commentary on Chinese and foreign education issues, research on China's macro-education policies, research on topics such as teacher continuing education and curriculum reform, and comparative research on foreign education, among others.