First, the decisive role of productive forces in education.
The level of productive forces is the material basis for the development of education, and it also puts forward the requirements for education to adapt to certain productive forces. On the one hand, education needs necessary material input, including manpower, material resources and financial resources. When the economy develops to a certain level, the investment it can provide for education also reaches a certain level. On the other hand, when the economy develops to a certain extent, it will put forward corresponding requirements for education to meet the demand for talents in economic development.
(A) the level of productivity determines the scale and speed of education.
The development level of productive forces has a direct impact on the scale and speed of education development and plays a decisive role in the end. This is because: first, the level of productivity development determines the amount of surplus labor that a society can provide. This surplus labor force is directly related to the population who may be educated and educated in society. Secondly, the development level of productive forces directly restricts a country's ability to pay for education funds, which is not only reflected in the absolute value of education funds, but also in the proportion of education funds to gross national income. The amount of educational funds directly affects the scale and speed of educational development. Third, the development of productive forces not only provides material entities and possibilities for the development of education, but also puts forward needs for the development of education. This need is reflected in two aspects: on the one hand, society requires education to provide it with sufficient quantity and quality of human resources; On the other hand, the demand of social individuals for culture and education also increases with the improvement of productivity. Constantly meeting the growing cultural and educational needs of society and individuals is an important driving force for educational development.
Education needs some manpower, material resources and financial resources. Therefore, the scale and speed of any social education development must depend on two conditions: on the one hand, the production of material materials can provide the material basis for the development of education, that is, how many working-age people can be provided, how many social surplus products can be provided, how much spare time can be spent on learning, and how many conditions can be used for educational activities in the form of educational funds; On the other hand, the demand for labor force by productivity development and social reproduction, including the total labor force required and the proportion of various labor forces, respectively determine the scale, speed, system and structure of the whole education development.
Generally speaking, the economic development level of a country is directly related to its illiteracy rate, enrollment rate, years of compulsory education popularization and the development level of higher education. Judging from the development of education in the world, after the first industrial revolution, the requirement of universal primary education was put forward; After the second industrial revolution, the requirement of popularizing primary and secondary education was put forward; After the third industrial revolution, the requirement of popularizing senior secondary education was put forward; After the information revolution, the requirement of popularization of higher education is put forward.
(2) The level of productive forces restricts the change of educational structure.
Educational structure usually refers to the combination and proportion of different types and levels of schools, including basic education, vocational and technical education, higher education and adult education. The development level of social productive forces and the socio-economic structure formed on this basis restrict the educational structure. The development of productive forces constantly causes changes in industrial structure, technical structure, consumption structure and distribution structure, and correspondingly, the educational structure will also undergo new changes. For example, the proportional relationship between universities and secondary schools and primary schools, the relationship between ordinary secondary schools and vocational secondary schools, the relationship between full-time schools and social education, and the proportional relationship between different levels, different majors and different disciplines of colleges and universities should be adapted to a certain level of social productivity development. Otherwise, there will be an imbalance in the proportion of education structure, and the talents trained by education cannot meet the social and economic requirements.
The problem is still a surplus of talents.
The level of productivity limits the content and means of education.
From the point of view that the development level of productive forces restricts the educational content, the development of productive forces and the progress of science and technology promote the growth of knowledge at the speed of geometric progression, promote the continuous progress of people's cognitive ability and thinking level, and further promote the continuous improvement and updating of school curriculum structure and content. /kloc-In the mid-9th century, Spencer, a British educational thinker, put forward a systematic curriculum theory according to the industry requirements of social and economic development at that time and his views on the classification of scientific knowledge, which had a great impact on the development of practical education in Britain and Europe. Since then, many major educational reforms around the world have been centered on curriculum reform, and each major curriculum reform has reflected the new level and new requirements of production and scientific and technological development. Similarly, the school's material equipment and teaching instruments are certain production tools and the application of science and technology in the field of education, reflecting the development level of productive forces at that time. The experiments of physics and chemistry, the demonstration teaching of slides and movies, the emergence of radio and television teaching, and the application of computers and artificial satellites in teaching are all based on the development of productivity and science and technology. In a word, introducing new scientific and technological achievements into the field of education and making full use of existing scientific and technological achievements to improve our teaching methods and teaching equipment will greatly improve the modernization level of educational technology.
(D) Education is relatively independent of the development level of productive forces.
Although productivity has a restrictive effect on education, historically, the development of education and productivity is not completely synchronized. This is manifested in the following two situations: one is that in a certain period, because people's ideology lags behind the more advanced productive forces, the ideas, contents, means and methods of education often lag behind the development of productive forces; On the other hand, when the development level of productive forces is low, the ideological content and even methods of education may exceed the development level of productive forces due to the influence of cultural exchange, social transformation or tradition. However, the fact that education is relatively independent of the development level of productive forces does not mean that the development of education can be divorced from the development level of productive forces. Because, in the final analysis, education is restricted by the development level of productive forces and the political and economic system.
Second, the impact of education on productivity.
The restrictive effect of productivity on education is that productivity determines the scale and speed of education, restricts the change of educational structure, restricts the content and means of education, and education restricted by productivity in turn has an impact on productivity. The theory of human capital has a profound study on this.
(A) the theory of human capital
The contribution of education to productivity has long been at the empirical level. As early as the 1920s, some researchers tried to prove the economic contribution of education through empirical research, but in the 1960s, especially after the formation of human capital theory, the impact of education on productivity made a substantial breakthrough.
Traditional western economics regards land, labor and capital as the three elements of production. In a certain period of time, the output of production is determined by the input of three basic elements: labor, capital and land. However, after the Second World War, western economists found that the factors affecting economic growth are not only the investment of capital, but also other factors. According to the theory of human capital, human capital is an important factor in modern economic growth, even the primary factor. The theory of human capital attributes these factors to the progress of knowledge, technology and the improvement of labor quality.
1960 12, American economist theodore schultz delivered a speech on "human capital investment" at the 73rd annual meeting of American economics, which was called the "charter" created by human capital theory. The core concept of human capital theory is "human capital", which refers to people's knowledge, skills and other similar abilities that can affect productive work. It is the form of capital, because it is the source of future wages and remuneration; It is a form of human capital, because it is embodied in people and belongs to people.
Compared with material capital, human capital is also a kind of factor capital, which plays an important role in promoting production. Compared with material capital, human capital is a more active and developmental factor in economic activities, and it is often a more critical factor in modern economy. Human capital investment includes school education, vocational training, medical care and information search to adapt to employment changes. All these investments can improve and improve human qualities such as knowledge, skills and health to a greater or lesser extent, thus increasing productivity and increasing money and spiritual benefits.
According to the theory of human capital, Schultz calculated the contribution of education to the growth of national income through the analysis method of educational capital reserve. Basic education reserve refers to the total education expenditure of the country in a certain period, because education expenditure is an investment activity, which is closely related to capital formation and national income. To explore the contribution of education to economic growth, we can start with the determination of educational capital reserve. Schultz first calculated that 1929 was180 billion US dollars, and 1957 increased to 535 billion US dollars. 1929, the average educational capital per labor force was $3,659, which increased to $7,868 in 1957. This shows that with the improvement of the education level of the labor force, the amount of educational capital condensed on each worker has increased. By calculating the total investment in education in the United States from 1957 to 1929, Schultz calculated that the contribution of education level to national economic growth was 33%.
(2) The influence of education on productivity is mainly realized in two aspects: the education of reproduction labor and the education of reproduction scientific knowledge.
1. Reproduction of labor force through education
The quality and quantity of labor force is an important condition for the development of education, and education plays an important role in the reproduction of labor force. In the modern production process, technological transformation and equipment renewal depend on science and technology and talents to apply scientific and technological achievements to the production process; Rich natural resources and advanced production tools depend on high-quality workers to play; High-tech and efficient production depends on the management activities of a large number of senior managers. The basic labor quality of workers, the technical level of technicians and the management ability of managers mainly depend on their education level and quality. Education cultivates people's labor ability and transforms potential productivity into realistic productivity; Education can improve the quality and quality of labor force, change the form of labor force, train simple labor force into complex labor force, and train manual workers into mental workers. Education can develop the labor force in an all-round way.
2. Reproduction of scientific knowledge through education
Marx once pointed out that "productivity also includes science", but scientific knowledge is only a potential productivity before it is used in production, so it must rely on education to realize the reproduction of scientific knowledge. Because when anyone is born, there will be no scientific knowledge. Without the accumulation of the previous generation, scientific knowledge cannot be mastered by the later generation, and scientific knowledge cannot be inherited and developed. Therefore, education is an important means for the reproduction of scientific knowledge. Through education, the reproduction of scientific knowledge can be expanded efficiently, so that the scientific knowledge originally mastered by a few people can be mastered by more people in a short time, thus popularizing scientific knowledge, popularizing advanced production experience, improving labor production efficiency and promoting the development of productive forces. The main function of education is to transmit the existing scientific knowledge of human beings, but it also undertakes the task of developing science and generating new scientific knowledge. Education, especially education, is responsible for the reproduction of scientific knowledge. The school has the characteristics of relatively concentrated scientific research strength, relatively complete disciplines, active academic thinking and rich information sources. It is an important base for scientific research and has made special contributions to the production of scientific knowledge.
In short, social people trained by education determined by productive forces should consolidate the corresponding economic foundation by serving the society. The interdependence and interaction between education and social production leads to the reproduction of workers and the continuation and development of social production, while the interdependence and interaction between education and productivity leads to the reproduction of social people and social relations, thus consolidating and developing the productive forces and economic foundation of a specific society. At the same time, we should also realize that educational institutions determined by productivity and economic base are also political, ideological and social and cultural propaganda institutions that reflect certain social relations. Educational institutions reproduce (including expanding reproduction) these ideas and the social relations reflected by them through the propaganda of politics, ideology and certain culture that are suitable for a certain economic foundation, so as to consolidate and develop a certain economic foundation.