An Educational Ethics Perspective On Coercionary School Management

There is a popular tendency in China's schools today, which love to have sets of detailed, all-sided rules on children's behavior, and to enforce them powerfully (such as Quasi-military school management). This is what I call coercionary school management.What are the detailed phenomena of it? Why are schools willing to push such a kind of management? What are its justifications? What problems does it cause or what is its weakness? What's its real cause and how to remove it? These questions are what I want to answer in the paper.Such a tendency has been talked by many papers, mainly from educational perspective. The paper, however, would be trying to have historical analysis and criticize on it. First to go back to its background, then penetrate into the reasons of it, and especially into their intrinsic educational values they apply to, would be the main frame of the paper.And then going on with disproving another perspective, which take the coercionary school management as the historical inevitability, instead of school's choice, such as mass enrollment and scientific management principles.It is pointed out in the paper that the arising of school management is related to the independent school system. The independence of school system has its historical progress, however, the content of learning tends to separate from children's life or direct experience, which makes many children fail to keep on with it. Then they can't join the class, which makes the divided school. And virtues become the tool to control these children, so the school management come to be coercionary. Therefore, linking the knowledge with children's experience and offering them kind helps in associated school life would be a good way to produce a desirable school.