School Culture -- A New Vision for School Management Series

Author: Zhao Zhongjian, Editor-in-Chief
Publisher:
Publish 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 discussion 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 "Theories 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 Perspectives on School Management Series," it is edited by Professor Zhao Zhongjian of East China Normal University and published by East China Normal University Press.
School, a social organization full of spirit, 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 venues for learning and education for the next generation 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 future generations 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 our capabilities 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 radiating rich philosophical, sociological, managerial, and other practical values, unintentionally broadening the horizons of educational researchers, managers, 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 into her.
On the other hand, compared to the current fervent curriculum reform, university transformation, and teacher professional development, school culture remains a virgin territory awaiting accelerated development. 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, extensive and in-depth contact with frontline principals, and a deep understanding of the practical 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 "Theories of School Culture." The book is divided into three parts—upper, middle, and lower—each seamlessly integrated, with an inherent logic and coherence. It examines the relationship between organizational culture and school culture, campus culture and school culture, from shallow to deep; it focuses on the role of educational leadership and management in relation to school culture, its formation, and the connection to school management and atmosphere; it explores school culture construction from both material aspects (e.g., school library development) and spiritual aspects (e.g., the reconstruction of "curriculum culture"); it delves into school culture from the perspectives of its structure, types, and construction subjects in the present; and it investigates the feasibility, rationality, and appropriateness of constructing school culture through historical narratives and their pursuit.
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 to seven questions about 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 discussion on school culture. This is a captivating dialogue process, where principals offer their personal interpretations of the same questions from different perspectives, sparking dynamic discussions. The multi-layered dialogue creates more space for readers and the exchange of ideas ignites our passion for school culture, activates our thinking, expands our horizons, and inspires us to create or rebuild the school culture in our own schools.
Furthermore, another highlight of the book is its intention not to provide a unified model of school culture or a standardized approach to its construction. Instead, it aims to awaken school culture awareness in primary and secondary schools. From the perspective of culture and organizational culture, the book 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 several 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 broad perspectives, 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 brand-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.