Gu Mingyuan’s Educational Thought: Educational Philosophy Through China’s Reform and Opening Up

Foreword
Preface
Contents
1 The Essence, Value and Purpose of Education
	1.1 The Essence of Education
		1.1.1 The Importance of the Essence of Education
		1.1.2 Analysis on Existing Discourses and Arguments on the Essence of Education
		1.1.3 The Essence of Education Is to Improve the Quality of Life and Enhance the Value of Life
	1.2 On the Value of Education
		1.2.1 The Complexity and Comprehensiveness of the Value of Education
		1.2.2 Criticism of the Incorrect Values of Education
	1.3 On the Purpose of Education
		1.3.1 Inheritance and Development of the Theory of Comprehensive Development of People
		1.3.2 Discussions on the Quality Structure and Key Qualities of People
	References
2 Modern Education and Education Modernization
	2.1 Modern Society and Modern Education
		2.1.1 Modernization and Its Historical Process
		2.1.2 Changes of Education in the Process of Social Modernization
		2.1.3 The Essence of Educational Modernization and Modern Transformation of Educational Tradition
	2.2 The Basic Characteristics of Modern Education and Educational Modernization
		2.2.1 Democracy and Equity in Education
		2.2.2 The Lifelong and Boundless Nature of Education
		2.2.3 The Productive and Social Nature of Education
		2.2.4 The Individuality and Creativity of Education
		2.2.5 Diversity and Differentiation in Education
		2.2.6 Informatization and Innovativeness in Education
		2.2.7 The Internationality and Openness of Education
		2.2.8 The Scientific Nature and Nomocracy of Education
	2.3 Patterns of Modern Education
		2.3.1 The Goal of Modern Education
		2.3.2 Structure of Modern Education
		2.3.3 Modern Curriculum and Modern Teaching
		2.3.4 Modern Education Management
	References
3 Professionalism of Teacher and Agency of Student
	3.1 Teacher’s Professionalism
		3.1.1 Teacher as a Profession Has to Be Irreplaceable
		3.1.2 “Being a Teacher of Knowledge, as Well as a Teacher of Person”
		3.1.3 The Notes and Comments on Poetry
		3.1.4 There Is No Education Without Love
		3.1.5 Teaching and Educating in Fine Points
	3.2 The Agency of Student
		3.2.1 Students Are the Object and Agent of Education
		3.2.2 Abolish “Model Student”, Stop “Mathematics Olympiad”
		3.2.3 There Is No Learning Without Interests
		3.2.4 Students Grow in Activities
	3.3 The Teacher–Student Relationship in Modern Schools
		3.3.1 The Democratic and Equal Teacher–Student Relationship in Modern School Life
		3.3.2 The Leading Role of Teachers and the Agency of Students: The Teacher–Student Relationship in Modern Schools
	References
4 Basic Education Curriculum and Teaching
	4.1 The Foothold of Curriculum and Teaching: Training Modern People for the Future
		4.1.1 “Three Foundations” and All-Round Development of People
		4.1.2 “Three Foundations” and “Three Orientations”
		4.1.3 Attach Importance to Humanities Education
	4.2 Curriculum Ideas: Lay a Good Foundation and Make Own Choices
		4.2.1 The Compulsory Courses and Elective Courses
		4.2.2 Extracurricular Activities and Activity Courses
		4.2.3 A Dialectical View on the Value of the Curriculum
		4.2.4 Have a Correct View on Basic Knowledge
	4.3 Teaching Ideas: Promoting the Lively and Active Development of Students
		4.3.1 Believe in Students, Teaching According to Their Aptitudes
		4.3.2 Teach Students to Learn
		4.3.3 Lightening the Burden and Study Happily
		4.3.4 Improve Classroom Teaching
	4.4 Examination and Evaluation: To Ensure the Healthy Mental and Physical Development of Students
	References
5 On School Management and Leadership
	5.1 Advocate for Educationists to Run Schools
		5.1.1 Why Educationists Running Schools Should Be Promoted?
		5.1.2 What Educationists Are Like?
		5.1.3 How to Become an Educationist?
	5.2 Strive to Be a Good Principal
		5.2.1 A Principal Is First of All an Excellent Teacher
		5.2.2 A Principal Is the Soul and Standard Bearer of a School
		5.2.3 The Wisdom of a Principal Comes from Learning and Practice
	5.3 Run Every School Well
		5.3.1 Running Every School Well Is the Embodiment of the Essence of Education
		5.3.2 Schools Should Have Their Own Special Features
		5.3.3 School Logistics Should Serve Teaching and Educating
	References
6 Teacher Education System Based on Teacher’s Professionalization
	6.1 The Contents of the Thoughts of Teachers’ Professionalization
		6.1.1 The Professional Characteristics and Competences of Teachers
		6.1.2 Significance of Teacher’s Professionalism
		6.1.3 The Path for Teacher’s Professionalism
	6.2 On the Status of Teacher Based on Professionalization
		6.2.1 Strengthen Teachers’ Professionalization and Improve Teachers’ Status
		6.2.2 Provide Legal Protection, Safeguard the Status of Teachers
	6.3 Professionalism-Based Theory of Teachers’ Ethics Shaping
		6.3.1 The Ethical Connotation of Teachers’ “Dedicating to Work and Loving Students”
		6.3.2 How to Realize “Dedicating to Work and Loving Students”?
	6.4 On the Reconstruction of Teacher Education System Based on Professionalization
		6.4.1 The Opinions on Gradual Demise of Independent Normal Colleges and Long Live Teacher Education
		6.4.2 On the Unity of Subjects and Educational Discipline
		6.4.3 Ideas of the Exemplary Models of Normal Universities
		6.4.4 Reflections on the Transformation of Teacher Training Institutions
	6.5 On the Openness of Teacher Education System Based on Professionalization
		6.5.1 Significance of the Openness of Teacher Education System Based on Professionalization
		6.5.2 Principles of Building an Open Teacher Education System Based on Professionalization
	6.6 On the Teacher Education Degree System Based on Professionalization
		6.6.1 The Significance of the Construction of Teacher Education Degree System
		6.6.2 Construction of a Master’s Degree in Education
	References
7 University Ideals and the Reform of Higher Education
	7.1 University Ideal
		7.1.1 What is University Ideal?
		7.1.2 The Nature of University Ideal
		7.1.3 Types of University Ideal
		7.1.4 China’s University Ideal
	7.2 Higher Education Reform in the World
		7.2.1 The Development History of World Higher Education
		7.2.2 Driving Forces of Higher Education Reform in the World
		7.2.3 Trends of Higher Education Reform in the World
		7.2.4 Major Measures of the World’s Higher Education Reform
		7.2.5 Basic Experience of the Reform and Development of Higher Education in the World
	7.3 China’s Higher Education Reform
		7.3.1 The Evolution and Formation of the Tradition of Higher Education in China
		7.3.2 Challenges and Problems Faced by Higher Education in China
		7.3.3 The Path of China’s Higher Education Reform
	7.4 Conclusion
	References
8 Educational System and Educational Policymaking
	8.1 Main Connection Between the Educational System and Macro-decision-making Ideas: “Education is About the Destiny of the Country and the Future of the Nation”
		8.1.1 Grasping the Political and Economic Functions of Education
		8.1.2 The Combination of Education and Productive Labor
		8.1.3 The Whole Society Should Promote the Comprehensive Reform of Education
	8.2 The Quest for Values in the Links Between the Educational System and Macro-decision-thinking: “Deepening Education Reforms and Conducting Education to the Satisfaction of the People”
		8.2.1 Training Talents Who Are Active and Take Initiative in Development
		8.2.2 Paying Attention to Quality Education and Educational Equity
		8.2.3 Improving the Quality of Education and Providing People with Satisfactory Education
		8.2.4 Lifelong Education: The Only Way to Promote People’s Comprehensive Development
	8.3 Methodology Behind Education System Innovation and Macro-decision-making: “The Key to Institutional Innovation Lies in Renewing the Conceptualization of Education”
		8.3.1 Macro-vision of Comprehensive Reform in the Field of Education
		8.3.2 Education Innovation and System Innovation
		8.3.3 Improve the Scientificity of Educational Decision-Making
	8.4 Typical Practice: “The Change of Concept Should Be Combined with the Construction of the System and Complement Each Other”
		8.4.1 School System: “The Development of a New School Education System is a Major Institutional Innovation”
		8.4.2 The College Entrance Examination System: Reform Needs to Be “Active and Secure”
		8.4.3 Teacher Education System: “Strengthening and Highlighting the Characteristics of Teacher Education”
	References
9 The Construction and Development of Educational Discipline
	9.1 Practical Teleology of Pedagogy
	9.2 Human Object Theory of Pedagogy
	9.3 The Theory of Philosophical and Social Scientific Attribute of Pedagogy
	9.4 The Theory of Openness of Methods and Perspectives of Pedagogy
	9.5 The Theory of Era Development of Pedagogy
	9.6 Multi-dimensional Institution Theory of Education
	References
10 The Tradition and Change of Education
	10.1 The Background of Gu Mingyuan’s Cultural Study
		10.1.1 Background of His Practices
		10.1.2 Theoretical Background
	10.2 The Material View of Culture
		10.2.1 The Material Basis of Culture
		10.2.2 The Theoretical Basis of the Material View
	10.3 The Dynamic View of Culture
		10.3.1 The Contemporary Nature of Cultural Tradition
		10.3.2 The Changing Chinese Cultural Tradition
	10.4 The Relative View of Culture
		10.4.1 Standards of Cultural Development
		10.4.2 The Diversity of Culture
	References
11 Social Development and Education Reform
	11.1 Education Reform Is a Social System Engineering
		11.1.1 The Formation and Development of Gu Mingyuan’s View on Education Reform
		11.1.2 The Connotation of Gu Mingyuan’s View on Education Reform
		11.1.3 Contribution of Gu Mingyuan’s Education Reform Concept
	11.2 Educational Reform as a Social Engineering
		11.2.1 The Relationship Between Market Economy and Education Reform
		11.2.2 The Influence of Politics on Education Reform
		11.2.3 The Influence of Cultural Traditions on Education Reform
	11.3 Educational Reform as a Systematic Engineering
		11.3.1 Reform of Educational Thoughts
		11.3.2 Reform of the Education System
		11.3.3 The Transformation of Curriculum
		11.3.4 Reform of Teaching
		11.3.5 Reform of the College Entrance Examination System
		11.3.6 The Path of Reform Lies in Innovation
	References
12 Future Education Thoughts and Future Education
	12.1 The Basis of Thoughts of Future Education
		12.1.1 The Concept of Future Education
		12.1.2 Paying Close Attention to the Requirements of Social Development of Talents
	12.2 The Keys to Opening the Door to Future Education
		12.2.1 Firmly Grasp the Essence of Education
		12.2.2 Constantly Explore the Law of Education
		12.2.3 Actively Expand International Perspectives
	12.3 Highly Prophetic Ideas for the Future of Education
		12.3.1 Education Must Take the Initiative to Adapt to Social Production
		12.3.2 Technology Has a Revolutionary Impact on Education
		12.3.3 Providing Education Suitable for Every Student
		12.3.4 Oppose the Industrialization of Education and the Commercialization of Schools
		12.3.5 The Logical Starting Point of Future Education is the Essence of Education, Not Information Technology
	References