Dream with feet

Author: Yu Chunxiang
Publisher:
Publishing Date: 2005-01-01
Features: Educational philosophy can be explained in a simple manner; educational emotions can be expressed poetically; educational processes can be narrated vividly; educational phenomena can be commented on passionately. Simple, poetic, vivid, passionate—these are the educational practices we pursue, and these are the forms of educational expression we seek.
Once, an article titled The Big and Small of Thesis Titles resonated deeply with me. The author, Mr. Shangguan Zimu, wrote: "After reading a doctoral thesis completed by a domestic scholar at a foreign university, I was deeply moved. It was a study with a novel perspective and certain academic value, but in China, it would be very difficult to pass as a doctoral dissertation. If it were for professional evaluation, it would certainly not be approved in my institution. Because the book uses descriptive language and employs non-quantitative, non-empirical research methods, it is bound to be deemed unacademic by some authorities in the domestic academic community and rejected."
The author is speaking about writing doctoral dissertations, and I think it’s somewhat understandable to be a bit "more formal" when writing one. The problem is that many articles on education today also seek "rigor" through "formality," "academic" through "terminology," and "prestige" through "frameworks." As a result, education, which is originally full of charm, loses its vitality once expressed. To be candid, this has been an unhealthy trend in the field of educational academia for a long time. Some "experts" and "scholars" always believe that what they call "academic rigor" lies in listing academic jargon and constructing theoretical frameworks. The more incomprehensible their writing, the more profound and academic it is considered to be.
As a result, we see many educational articles or works that lack new ideas but use new terminology, have no new insights but introduce new concepts, are obscure and convoluted, and deliberately obscure the truth. This is the decline of academia and the tragedy of education! In fact, the more profound a scholar’s knowledge, the more straightforward their language of expression. Because great scholars have integrated and comprehended knowledge and possess clear thinking, they excel at transforming profound principles into accessible language. It is precisely those with limited knowledge who make their language confusing and inexplicable. Because those with limited learning often do not fully grasp the principles they wish to convey, their thinking is disorganized, so they resort to pretense, intimidating others while deceiving themselves.
Can we express our understanding of education in simple and vivid language? Of course, we can. The educational philosophy of the great educator Confucius was expressed through the Analects, which interweaves narration with commentary and includes lively dialogues, yet it became a classic. Rousseau’s educational philosophy was conveyed through the novel Emile, where the author portrays himself as a teacher and Emile as an ideal student, narrating Emile’s growth and education from birth to 20, thereby articulating his ideas on "natural education."
As for Sukhomlinsky, all his educational works were written in the language of prose. Reading his books is like listening to him tell stories, express emotions, and—truly a pleasure. There is also the modern Chinese educator Tao Xingzhi, whose educational works are accessible and use the language of ordinary people to discuss profound educational principles. He even used poetry and even children’s songs to express his understanding of education. There are many similar examples. These globally recognized great educators wrote educational classics that, if placed in today’s academic world, might be difficult to gain recognition from the "academic community." However, these simple, vivid, and life-affirming works have already proven to have a tremendous impact on the development of human education, and history will continue to prove this in the future.
I am in no way denying the importance of the "academic" perspective. I know that every field of study requires scientific expression, and thus requires corresponding "paradigms"—that is, the shared beliefs, traditions, theories, and methods held by researchers in the same specialized field, as described by the historian of science Thomas Kuhn, including the specific concepts and terminology that belong to this paradigm. Works such as Dewey’s Democracy and Education, Bruner’s The Process of Education, Piaget’s Psychology of Intelligence, and Babansky’s Optimization of the Learning Process are grand in scope, meticulously structured, rigorously argued, and written in straightforward language, yet they continue to inspire us profoundly. It is these immortal works of true educational masters that have built the magnificent palace of human educational theory.
However, in addition to this, we should allow education to be expressed in the style of Sukhomlinsky. For ordinary teachers, such expression should even be encouraged—educational philosophy can be explained in a simple manner. There is no necessary connection between philosophy and obscure terminology, nor between "grand narratives." What is called "educational philosophy" is nothing more than the guiding principles behind educational practices, and such principles belong to everyone, not just educational experts. Moreover, even a single educational detail—such as whether a student speaking in class faces their classmates or the teacher—reflects different teaching philosophies. Therefore, philosophy is not mysterious, and its explanation can and should be simple and accessible, just like the discussions teachers have in their teaching research groups.
"Teaching is for the purpose of achieving teaching without teaching."—this simple saying by Mr. Ye Shengtao reveals an educational philosophy that surpasses the impact of countless doctoral dissertations.
Educational emotions can be expressed poetically. Educational research and practice are not purely scientific operations; they are deeply imbued with a strong humanistic color. Therefore, whereas in the study of natural sciences, researchers must maintain a distance from their subjects to avoid subjective emotions and ensure the objectivity of their conclusions, education is the opposite. Educators and their subjects should be one and the same. The flow of emotions and the flight of poetry in this relationship are precisely the educational realm we seek. Thus, educational works can allow genuine emotions to pour out naturally like springs.
"Education is first and foremost the study of humanity." (Sukhomlinsky) And as the "study of humanity," education loses its life without human emotion. Therefore, it is only natural to express our love, care, unwavering dedication, and deep affection for education in educational works with poetic passion.
Educational processes can be narrated vividly. The wisdom of educators is more reflected in the educational process, specifically in stories. Therefore, "telling stories" is also a way to express educational insights. In all of Makarenko’s educational works, the most famous and influential is his Education Poem. Through vivid, lifelike characters and dramatic, moving stories, the educator’s ideas, ingenuity, skills, and emotions are all embodied. For frontline teachers, consistently writing educational diaries or mobile notes—even if they are just recording their daily educational stories—is highly meaningful. If they persist for three or five years, any ordinary teacher can become a true educational master or even an educational expert.
Educational phenomena can be passionately commented on. It is hard to imagine that a person without passion or apathy could also be a true educator. Educators should be people of character, whose hearts are stirred by joy, sorrow, anger, and happiness when faced with various educational phenomena. They should nurture thoughts in their hearts and channel passion into their words, guiding education with sharp insights and inspiring words with keen and incisive observations, composed yet resolute. Of course, commenting on education requires a serious and calm attitude, but this does not conflict with passionate feelings. Rationality and passion coexist, and rigor and sincerity fly together. Those so-called "educational critiques" that seek a steady, seemingly objective yet actually vague and meaningless tone are no better than literary garbage.
"Shouldering justice with an iron shoulder, writing with a magic hand." To be righteous and stern without resorting to insults, and to praise sincerely without exaggeration; to pour out emotions with unrestrained passion, transforming laughter, anger, and curses into literary masterpieces!
Simple, poetic, vivid, passionate—these are the educational practices we pursue, and these are the forms of educational expression we seek.