Research On The Mechanism Of Social Education In Ethnical Culture Inheritance

The education with vitality can stand the test of social change and cultural change during the historical process; it is the education that corresponds to people's needs of existence. The different state between school education and social education in Garong Tibetan area makes me ponder upon the problem of education's vitality.As an "outside education" in Garong Tibetan area, school education, which is with strong character of instrument since it introduced into. Until today, the problems of school education are still obvious, even though it experienced several reforms. For example, school education separates itself from ethnic cultures and is short of attention to people's needs of existence. On the contrary, as a means of culture inheritance, social education in Garong Tibetan area is internalized into all activities of culture inheritance. It blends with Garong people's living space earlier than school education does, and it still undertakes the responsibility of handing down culture after school education introduced. Its vitality is still tenacious although the environment changes.What makes social education such exuberant vitality? The dissertation answers the question by analyzing the social education's operating mechanism in the process of culture inheritance.The reason why this study chooses Qiesuo as a case study is that Qiesuo is the successful representative of culture inheritance. As Garong people's peculiar culture phenomenon, Qiesuo is handed down by the way of social education. Although it underwent several big social changes in Garong Tibetan area, it still lives in Garong people's everyday life.The basic thread of the study is that taking Qiesuo as the case of culture inheritance to analyze the social education's operating mechanism in this process. Meanwhile, the study reflects the current school education, and obtains some inspirations of how to optimize the school education's operating mechanism from social education's.In order to achieve the purpose of the study, this study makes use of the research paradigms of describing-explaining and structure-function, with the methods of literature, field investigation, educational comparison, and so on. This study is divided into four parts: 1.The premise of social education's operating mechanism; 2.The contents of social education's operating mechanism;3.the particularity of social education's operating mechanism, and the difference between social education's operating mechanism and school education's; 4.the inspirations for school education with vitality from social education's operating mechanism.First, this study tries to find out the operating premise of social education's mechanism, by analyzing the significance of Qiesuo to Garong people's existence.The study shows that the purpose of Qiesuo ceremony is pursuing good fortune. For Garong people, it is capable of praying for good fortune, strengthening intercommunion,. promoting growth and self- inspiriting. It tightly corresponds to Garong people's view of life and religious beliefs. It has great significance to Garong people's existence and life, which is the premise of its inheritance and social education's operating mechanism.Then, the study analyzes the contents of social education's operating mechanism by analyzing the elements and structures of Qiesuo's inheritance.The social education of Qiesuo's inheritance contains self-identity education and performance technical education, and the former is the premise of the latter. Qiesuo's self-identity education is carried through by the manners of "verbal instruction" and "behavioral model", which includes good-fortune-pursuing, ethnic identity and hero worship. Qiesuo's technical education is conducted by the elders, who hold the performance skills, and they instruct the selected juniors by the ways of family's inheritance or masters' inheritance. The educational contents contain ethics, performance, temperament skills, etc. These two kinds of education's external factors include political, economic and cultural environment. Reviewed the connotation of social education's elements and structure, the study finds that actualizing the ultimate value-pursing is the motivity of social education. The special Garong's political, economic and cultural environments act on self-identity education and performance technical education, they help to bring about Qiesuo's continuing, which is the particular Garong people's culture.Then the study compares two kinds of education's operating mechanism, which is in order to analyze the particularity of social education's operating mechanism and the characteristics of school education's operational mechanism.Through comparing, the purpose of social education is directly or indirectly satisfying ethnic members' demand of ultimate value. While the purpose of school education is fostering the talents who are needed by the state and ethnic minority areas. The internal elements of social education's operational mechanism include the person who own Qiesuo's techniques or concepts, representatives of secular power, owners of religious power. Its educational methods included in the religious ceremonies, festivals, public literary and production and life. School education's main elements are school-runners and teachers, and classroom-teaching is the main channel. Social education spreads particular ethnic cultures, and school education spreads nation-shared cultures. Social education keeps tacit relations with social environment; it can be integrated into the social changes to meet the need of cultural development. School education is constrained by social environment and social needs, and social changes will deeply affect the changes of school education. Social education inherits successfully particular ethnic cultures, which is the need of ethnic members' existence; while school education does not still exert all powers to optimize the efficiency of existence.Finally, based on the analysis of the first three parts, this study reflects on what kind of inspirations of constructing the ethnic schooling with historical vitality can get from social education's operational mechanism.This study holds that constructing the school education with vitality, standing the test of time and satisfying people's needs, must use the experience of social education. This study considers such problems in principles: 1.School education should consider human's ultimate value-pursuing, and shoulder the responsibility of improving human's existence environment as its ultimate aim; 2.School education should not evade its social responsibility, but its social responsibility should be integrated into the ultimate aim of improving human's existence condition; 3.Human's existence cannot deviate from culture-sharing. Therefore, school education in ethnic areas should shoulder the responsibility of spreading not only its own ethnic culture, but national culture and human being's culture as well. Only by this way can education serve Chinese national cultural construction better.Taking social education's operating mechanism as study object and Qiesuo inheritance as case study, this dissertation answers such questions as what social education's operating mechanism is, and based on it, it designs how to construct the school education with vitality in ethnic areas. However, these theoretical concepts need to be tested and perfected in later researches in practice.