Imbalance And Rectifying

Chinese schooling is facing an important task of transforming to modern type in contemporary era, howerver, a widespread reality is that many schools in our country is always influenced strongly by the "swirl" of examination-oriented, at the same time, many school reform plans based-on national need are in trouble. This gap between idea and reality requires that we must reflect rootly the deviation of value orientation of our schooling, and how this deviation is performed and operated in everyday school practice. On the basis of this reflection, we can rebuild value orientation of schooling so as to promote the healthy development of schooling in future, that constitutes the core theme of the article.The second chapter is committed to establish a theoretical "ruler" so that we can measure the deviation of educational value orientation. Plato’s "Republic", Rousseau’s "Emile" and Dewey’s "Democracy and Education" are known as three "immortal treasures" in the history of educational thought. Through analyzing the relevance between their political thought and educational design respectively, we extracted three kinds of idea type about educational value orientation:state-oriented vaule, individual-oriented value and society-oriented value. Sicnce these three different paradigms of value orientation has its own rationality and limitation, for human’s education practice, if we want to achieve an idea state, the only way is to highlight those reasonalble aspects and avoid those limitations. So, we can build an ideal type of educational value orientation as a theoretical "ruler", according to this "ruler", we can measure whether there is the deviation of value orientation in any kind of education practice or not and we can judge what is this kind of deviation of educational value orientation.Guided by the theoretical "ruler" established in previous chapter, the author tried to understand the overall deviation of value orientation of our schooling in the third chapter. For understanding this deviation, the author analysed macro education policies related closely to everyday schooling practice carried out by The Party and the government from the founding of New China to now. It is found that educational value orientation in China experienced generally three different periods:the first phase is molding of state-oriented schooling value in political revolution period, the second phase is adjustment of state-oriented schooling value in economical construction period as well as the horizon of individual-oriented schooling value during the period of begain to pursuit scientifical development in China. In general, the value orientation of schooling in our country is obviously toward state-oriented value which includes three concrete aspects.After clarifying theoretically the overall deviation of value orientation of schooling in our country, the author begin to rethink in further how this deviation influenced value orienation of everyday schooling life. Because eugenic selection and class cadre selection are two important "institutional tracks" which shows the goal of school life to all students and shapes all students’dailiy school life, the article applied a ceremonial vision to analyze the two systems from history and reality. It shows that the deviation of state-oriented schooling value is exactly rooted in these daily institutional practice. The two systems deeply imbued with a strong desire to create the elite state needed, separating the elite from the mass becomes a ritualistic theme in our daily school life. In the final of this chapter, the author criticizes this kind of elitism value orientation of our schooling from three different disciplinary perspectives.The fifth chapter reflect specifically the value orientation deviation inherented in everyday school organization management, this deviation is mainly embodied in cult of efficiency originated from practice of school management in west country, in our country, it performs the cult of administrative execution and product of human resource under the guiding of political and economical utilitarian thinking. The chapter focuses on exploring the implementation mechanism of this value orientation of cult of efficiency in reality, it mainly includes four critical "technical means":omnipotence role of government in administration, strictly hierarchical organization design, disciplining teacher’s activities subtly but powerfully and excessive quantified assessment of teaching effect. In essence, the cult of efficiency in school administration is a cult of tool rationality.it obviously obscured the value rationality of school as a kind of educational organization, if we want to recover the nature of school as an educational organization, we must regard democracy as a basical pursuit of school management.As it shows from previous systematical analysis, there is an obvious "chain of deviation of value orientation", that is from state-oriented schooling value in total to elitism value orientation in daily school life, then to cult of efficiency in school management. Therefore, the key to adjustment and reconstruction of schooling value orientation in out country is to dilute state-oriented value and make sure the decent need of state, individual and society in schooling can be satisfied in educational practice. The article initially proposed three "pivot" as the foundation of adjustment and reconstruction. First, in order to dilute the nation’s desire for cultivating elites, we must make it clear that cultivating modern citizens should be a fundamental goal of schooling because modern citizen as an ideal personality is on behalf of the educational need of state, individual and society. Secondly, constructing the mode of public govermance in schooling, positioning the role of government reasonably, diluting govermnet’s power, so that different value need can be protected in institution. Thirdly, Reshaping school life totally under leading of democracy as fundamental value orientation protecting daily school life from "dominating"of state power. Specific ways includes cultivating critique-based teaching culture, creating autonomous public life in classes and building a mutual learning type of school community.