Review And Reconstruction:the Evolution Of "Six Classics" And The Modern Transformation Of School Knowledge

In the classical academic era,the Chinese traditional “Six classics” stresses the mastery of extensive knowledge in order to achieve “universal genius”.However,in modern times,with the rise of the Industrial Revolution,knowledge has become specialized and divisionalized.The specialized subject teaching after the subject division makes the students have profound research in a certain field,but at the same time it reduces the academic status of the knowledge,and the students become the craftsmen who have a certain craft.The idealist spirit of learning through knowledge and then “Becoming an generalist” has been diluted,and with the spread of Western learning to the east,the content of Chinese school education has gradually become Westernized,and the abolition of traditional scripture reading and self-cultivation has resulted in the desertification of Chinese students’ spiritual culture,the study of the “six classics” has also been marginalized.Based on this,the content of this paper is limited to the transformation of school knowledge education in the process of knowledge evolution from the traditional “Six classics”,to explore the educational value of the traditional “Six classics”,and to reflect on how to integrate the essence of western education at present,to achieve a comprehensive knowledge of China and the west,pulse through the ancient times.The starting point of the study is based on the existing educational thinking on the existing knowledge education in schools,which results in the cultivation of students specialized in one subject but lacks connotation and the nationality of school knowledge,on the basis of Dewey’s theory of experience and the theory of culture,this paper explores the theoretical basis of Chinese traditional “Six classics”and modern school knowledge education,and makes the verification and reasoning of this paper based on the methods of multi-disciplinary inquiry and comparative analysis.This paper first analyzes that the choice of school knowledge is not the choice of a school’s “Freedom”,but the result of the comprehensive effect of many factors,such as economic and social demand,historical and cultural tradition,and the construction of the main body of knowledge group.Then,by combing the development context of the “Six Classics”,it summarizes the characteristics of the “Six Classics” in political utility,subject ethics,orderly learning,cultural heritage,academic system and knowledge construction,which gradually developed from the educational accumulation of Xia and Shang dynasties to the institutionalization of“Six classics”in the Western Zhou dynasty.Under the situation of war and academic split in the Eastern Zhou Dynasty,Confucius compiled the new six classics,which established the basic model of knowledge education in ancient China.The scope of the Han dynasty’s“Exclusive respect for Confucianism”,the Tang Dynasty’s imperial examinations and the Song,Yuan,Ming and Qing dynasties’ “Four books”and “Five Classics” has been redrawn,thus,under the guidance of Confucianism,school knowledge in ancient China focused on the inner self-cultivation of students and their ability to be officials,and paid little attention to the exploration of independent natural science knowledge,this is also the internal reason for the strong input of Western subject knowledge in the next chapter.In modern times,because the development of western scientific and technological knowledge needs a wider market and audience,closed China has become their offensive.When forced to open the door of the country,advanced intellectuals are actively seeking the strategy of self-strengthening and resisting aggression.From the beginning of the “Western learning from the Chinese source”,the missionary school combined with the knowledge teaching of the Chinese and the western,to the “Chinese learning from the western”,the new school reduced traditional knowledge and replaced it with more Western scientific and technological knowledge,then “Learning without Chinese and western” under the traditional“Middle school” knowledge system reformulated,finally in the “Science,democracy” under the concept of re-planning “Middle school” traditional knowledge.The introduction of Western scientific and technological knowledge has partly reduced the communication and nourishment between the traditional “Middle school” knowledge and the inner spirit of the subject.The reality in the west,where the objective object is the criterion for the division of subjects,is different from the objective existence of the “Middle school”,where the subject of study is the paradigm of classification,the complementarity of the two when they met in modern times and the fact that China introduced Western learning is worth thinking dialectically.Based on the spiritual connotation of the Chinese traditional “Six classics” and the objective limitation of the introduction of Western knowledge in modern times,this paper puts forward the reconstruction conception of “Six classics”.Based on the integrity of human existence,the reality of life and the current objective situation into thinking,it holds that the transformation of school knowledge should include the three dimensions of current scientific and technological knowledge,the humanistic connotation of the traditional “Six classics” and the ability to learn and construct knowledge,design the specific strategies of school knowledge transformation in education value,knowledge integration,subject structure,teaching process and learning evaluation.Finally,it is the conclusion and prospect of this research that the combination of Chinese traditional “Moral-oriented” knowledge and western natural science “Intellectual-oriented”knowledge is a breakthrough strategy in the new era.