School culture

Author: Zhao Zhongjian
Publisher:
Publishing Date: 2004-10-01
Features: The new concept of school culture proposed by Principal Yang Bingkui of Shaxi Middle School has been included in the book "School Culture." Principal Yang discussed his unique insights from seven aspects: "The similarities and differences between campus culture and school culture," "The levels or structure of school culture," "What kind of school culture should a school have," "The role of school culture construction," "How principals can create and maintain school culture," "The role of teachers and students in school culture construction," and "Free talk on school culture." "School Culture" is one of the achievements of the national educational science "Fifteenth Five-Year Plan" key project "Comparative and Experimental Research on Quality Assurance and Evaluation in Basic Education," led by Professor Zhao Zhongjian. The book is divided into three parts: "Special Topics on School Culture," "Q&A on School Culture," and "Theory of School Culture." The middle part, "Q&A on School Culture," collects discussions on school culture from 11 principals of primary and secondary schools across the country, interpreting school culture from different perspectives and enriching the research on school culture. As one of the books in the "New Horizons in School Management Series," edited by Professor Zhao Zhongjian of East China Normal University, it is published by East China Normal University Press.
School, a social organization full of spirituality, vitality, and hope, is the spiritual home of children. In this era of the knowledge economy and information society, its vitality and charm are becoming increasingly evident. Although the status of schools as the sole primary for learning and education of future generations has become a thing of the past, the diversification of educational institutions is inevitable and cannot be avoided. However, the importance of school education remains. Currently, our schools are undergoing a paradigm shift, transitioning from "education factories" to "learning communities." As an important social organization, schools face new challenges: how to make schools more attractive to students and provide the next generation with a true understanding of the information society.
Culture has evolved alongside human society, serving as both a tool and a custom—material or spiritual—meeting direct or indirect human needs. It extends us beyond our physical organs as a cumulative creation of humanity, giving our society immense power—creation, transformation, development, adaptation, and coordination. When these two elements merge, they spark a brilliant and dazzling fire—each spark shining with rich philosophical, sociological, managerial, and practical value, unintentionally broadening the horizons of educational researchers, administrators, and implementers, touching the deepest parts of our souls. Upon reflection, we realize that our hearts have been struck by the knock of school culture, and the words that surge within us are too numerous to express. Each of us has too many insights about her.
On the other hand, compared to the current fervor of curriculum reform, university transformation, teacher professional development, and other cutting-edge theories, school culture remains a virgin territory waiting to be further developed. Excitingly, scholars have already embarked on the journey to explore this land, a journey full of promising prospects. Take "School Culture," edited by Professor Zhao Zhongjian of the Curriculum and Instruction Department at East China Normal University. Based on his decades of firsthand experience in grassroots schools, long-term and in-depth contact with frontline principals, and a deep understanding of the actual needs of primary and secondary schools, the book explores various aspects of school culture from three dimensions: "Special Topics on School Culture," "Q&A on School Culture," and "Theory of School Culture." The book is divided into three parts—upper, middle, and lower—which are seamlessly integrated, with an inherent logical flow and a consistent theme. It examines the relationship between organizational culture and school culture, campus culture and school culture, from an organizational perspective, focusing on the connection between school culture, its formation, and school management and atmosphere. It explores school culture construction from both material and spiritual levels—such as the role of school libraries in building school culture and the reconstruction of "curriculum culture." It delves into the structure, types, and construction subjects of school culture in reality, as well as the feasibility, rationality, and appropriateness of constructing school culture through historical narratives and their pursuit paths.
What makes this book particularly valuable is the middle part—"Q&A on School Culture," which features open-ended responses from 11 principals of primary and secondary schools from different regions and types of schools across the country on seven questions related to school culture. These include the similarities and differences between campus culture and school culture, the levels or structure of school culture, what kind of school culture a school should have, the role of school culture construction, how principals can create and maintain school culture, the role of teachers and students in school culture construction, and free talk on school culture. This is a captivating dialogue process, where these principals, from different perspectives, engage in lively discussions on the same questions, offering their personal interpretations. The multi-level dialogue creates a broader space for readers, while the exchange and collision of ideas can reignite our passion for school culture, activate our thinking, expand our horizons, and inspire us to create or rebuild the school culture in our own schools.
Furthermore, another highlight of the book is that it does not aim to provide a unified model of school culture or a standardized process for its construction. Instead, it seeks to awaken school culture awareness in primary and secondary schools. From a cultural perspective and the angle of organizational culture, it reexamines schools, hoping readers can create or rebuild a school culture that suits their own development based on the specific context of their schools. "School Culture" marks a new starting point for the study of school culture in China. The authors include many renowned experts in the field of Chinese education, such as Professor Zhao Zhongjian, Professor Ding Gang, Professor Feng Dameng, Professor Zhong Qiqian, Dr. Zhou Yong, and Dr. Yang Quanyin, as well as 11 principals from different regions and types of schools who are also researchers in school culture. They interpret school culture from a broad perspective, greatly enriching the research on school culture in China.
This book is highly suitable for the following readers:
- For researchers of school culture, it provides a new theoretical perspective for the study of school culture.
- For school leaders, it offers valuable insights for creating or rebuilding school culture.
- For frontline teachers, it serves as a reference on how teachers can play their roles in school culture construction or rebuilding.
- For students who are beginning to delve into the study of school culture, it is an indispensable reference book.
"School Culture" is a rare monograph on school culture in recent years. After reading it, you will undoubtedly benefit greatly.