Social transformation and educational reform

Author: An Fangming
Publisher:
Publish Date: 2006-01-01
Features: In terms of research on comparative education, it requires us to reflect on its methodology, as well as to reflect on the fundamental theoretical system of comparative education and its evolutionary logic, and to analyze and examine the cultural background and cultural perspectives of researchers. Through this comprehensive reflection, we can determine the significance and extent to which the research and conclusions of comparative education are scientific. Only through reflection can we fully analyze and interpret educational phenomena in different countries, ethnic groups, and human societies, thereby revealing the true meaning of the connections between our analyses and interpretations and their corresponding educational facts. Therefore, only by advancing through critique and reflection can we, while drawing on foreign theories of comparative education research, pioneer unique research paradigms domestically. Comparative education in a globalized perspective should range from macro-theoretical studies to micro-realistic research. This book attempts to reveal the "potential for liberation" inherent in education itself during social transformation, thereby achieving harmony between micro and macro orientations. Society is a complex dynamic system, and education is a crucial subsystem within it. Education is inevitably closely linked to social transformation while also interacting with and adapting to other social subsystems. To understand education, it must be examined and studied within the dynamic process of social transformation. This book pioneers a new model in the field of comparative education by placing educational reform issues within the broader context of social transformation. The entire book takes the educational reform of Russia as the research subject, detailing the changes in politics, economy, culture, science and technology, religion, and ethnic areas during Russia's five major historical turning points over more than a thousand years—from the introduction of Christianity, the invasion of the Mongol Tartars, to the reforms of Peter the Great, the victory of the October Revolution, and the dissolution of the Soviet Union. It examines from multiple perspectives the changes and innovations in Russia's educational policies, systems, forms, content, functions, and outcomes brought about by each social transformation. From a macro to micro level, it analyzes the essence of Russia's educational activities and the sources of their development, providing some valuable experiences for China's educational reform, which is also undergoing social transformation.