Things Problem In Education Policy From The Erspective Of ANT

"Thing" is everywhere in the field of education policy research. At the same time, every minute of every day people are associated with "thing". Although education researchers and practitioners are frequently use of them, but they for "thing" in education policy research in what should be in what position seldom reach a consensus. The issue of how to view the status of things caused widespread controversy in academic circlesThe traditional theory answers this question on "the status of the thing", its guiding ideology is "human centered" educational views. This theory is mainly from the implementation of education policy, education institutions and policy implementation of educational policy implementation system of three elements analysis, the focus is the implementation of educational policy. The theory implies that an important assumption, namely:human is the core of education policy implementation. Influenced by this idea, the researchers generally believe that human is the dominant position in the process of educational policy implementation, and plays a leading role, should be the education policy center, and the closely related to the "things" (policy and policy etc.) as a tool of existence. Due to human centered education leading stressed people in relation to explain the people and things in the Heart status, which will inevitably result in the confrontation between human and thing, conflict and confrontation, when human and thing in the field of education policy in the field of practice will cause the result of heavy people light matter.In recent years, with the actor network theory (ANT) in philosophy of Science communication, science education research will study the theory is applied to the field of education. This paper will try to use ANT to solve the above problems, ANT argue for human and the thing have become actors in the same network entity, they are indispensable part of the network entity, human and thing is cannot be separated, and they have the same status, things cannot be regarded as a tool of existence. Although the theory has difficulties in solving scientific facts, but can explain many social phenomena, especially in the field of education policy because, in the education policy formulation and implementation process with the thing (policy text), and be regulated, is indispensable. The human elements and thing elements together in a collection, each in the aggregation Elements of interdependence, interaction, mutual influence. Human is not only closely linked with and with the material plastic, when things change, education policy formulation and implementation results will also change. So that, the thing is cannot be ignored in education policy research.In addition, the education policy formulation and implementation of practice is a dynamic process, ANT tracks the actors in this process, reveals interaction between different actors, interaction process to show the dynamics of various actors in the dynamic elements are connected here also includes both actors but the traditional theory. Unlike an education policy from the government to the implementation process of the school to understand the linearity, compulsory execution, it follows from a temporal domain of actors to another time in the field of connection, the connection is not linear, single, static connection, but complicated, dynamic the network connection. The education policy formulation and implementation of the school, government, educational institutions and other entities between transverse actors, interaction of longitudinal, profound understanding education policy we need to understand interactions between the human and the thingsANT will be to recall "thing" in the edge of the education policy, which not only improves the status in education policy research, and resolution about the contradictions between education policy practice and metaphysical presuppositions of anthropocentrism education. Does this mean that the "thing" should have the status of ontology in educational practice in the policy? The answer is no, because, if the "thing" as ontology exists, it will repeat the anthropocentrism education in the past. In the field of epistemology, we will human and things as existence, and what is not acknowledged but not set beforehand. The extended ontology category, because the educational policy process is a process of practice, all the actors are derived from practice, practice is the only body.