-preface p 1
For some countries in the third world, there is also a substantial goal, that is, to put forward and implement the educational goal of "the oppressed seek liberation", which involves a thorough change from the educational system to the educational content, from the teaching form to the educational method, from the teaching process to the relationship between teachers and students, and should reflect the purpose of the oppressed nation and the exploited class seeking liberation, that is, to establish and implement "pedagogy of the oppressed" or "pedagogy of the oppressed"
-Preamble p5
The trend of economic education is the most basic and influential educational trend in the world today. ..... The economic trend of education includes two basic aspects: one is the understanding of the relationship between education and economy; Second, the understanding of the economic nature of education.
-economic thoughts in education p 1
As early as the 1960s, Japan noticed the disadvantages that education only focused on the economy. Therefore, in 1966, the Central Education Review Council published a report entitled "Typical Ideal Japanese". The report warns that Japan's industrial development should not only develop human talents, but also improve people's quality. Without the latter, mankind will be reduced to just a means of industrial process. ...... After the 1980s, Japan's educational reform and Japanese educational ideological circles further tended to the relationship between education and the overall needs of society, paying special attention to the education of people's spirit and sentiment.
——p 15
American education ... has begun to clearly point out the combination of education and human spiritual development needs. In the report "The country is in danger and education reform is imperative", he said: "Our concern goes beyond the scope of industry and commerce. It also includes the wisdom, morality and spiritual strength of our people. "
——p 16
The basic theoretical viewpoints of China's educational economism in 1990s are: 1, education market theory, 2, education industry theory, 3, adaptation clarification theory, 4, economic function theory of moral education.
The trend of educational economism completely changed the traditional orientation that classical education mainly focused on the development and stability of people's spirit, morality and social order before the 20th century.
——p58
(Educational Economics) Its thinking mode and theory itself have great linear characteristics, lacking a broad perspective, but failing to see or rarely seeing the political and cultural functions of education, failing to see that the reform and development of education should not only meet the needs of the economy, but also meet the requirements of the progress of the whole human society from a wider range of fields and aspects.
——p6 1
Due to the strong influence of educational economism, the humanistic spirit of education has been diluted since the 1960s. To a great extent, education has become a vassal of the economy, and its value seems to be mainly reflected in its role in the economy.
——62
We must always bear in mind that education meets the needs of economic construction and is consistent with the development of market economy, which does not mean that education is economic.
——p63
The so-called science and technology is the primary productive force, which originally means to cultivate people with high intelligence and scientific and technological quality through education, and to turn science and technology into productive forces through people.
-The scientific and technological orientation of education p66
The scientific and technological orientation of education is formed by the confluence of various sources. At present, there are two most influential trends, one is futurism and the other is UNESCO.
——p68
Bruner is the founder of structuralism curriculum theory ... He emphasized that under the condition of scientific and technological revolution and knowledge surge, curriculum reform must be carried out according to structuralism principle, so that students can master the basic structure of scientific knowledge, that is, the basic principle or basic concept system; The more basic the concept is, the more widely it can be applied to new problems. ..... emphasize not only to teach students with good grades, but also to help each student get intellectual development. Therefore, we must abandon the traditional reproduction method and replace it with the discovery method which is beneficial to the development of intelligence.
——p95
Ideological determinists, represented by H. Marcos and J. Habermas, focus on criticizing the inhumanity of the existing capitalist society and its education system from the perspective of consumption ideology and disintegrating the revolutionary fighting spirit. ..... (they think) individuals have become pure commodity consumers, rather than critics with revolutionary consciousness and creators of thoughtful new lifestyles; Such people think that they are free, but in fact they have become slaves of commodities.
-Educational Individualization Thought p 135
Martin buber) ................. Put forward that the relationship between people is a kind of "I you" dialogue relationship, not "I it" that is, the relationship between me and things; The dialogue between "I and you" without utilitarian purpose is the core of education, although this relationship is often fleeting and extremely rare; Existing schools only rely on the "I-it" relationship, only disseminate ready-made knowledge and instill established values, which will inevitably suppress students' unique personality and self-realization; Therefore, it is necessary to talk and communicate with students to stimulate them to discover their enthusiasm for the eternal value of God. If teachers can't conquer students' willful hearts, they must use "love" to tide over the difficulties.
——p 139
Karl jaspers believes that the purpose of education is to let people know their "will", enter a complete "spirit" and cultivate people's "love"; The way of education is "self-education", and everyone does personalized work of "self-selection".
——P 139
Martin Heidler should avoid anxiety and live a standardized, impersonal and unreal life like others. Should we accept the hint of anxiety, treat people as completely free, face up to anxiety, start a "real" life, do not follow the rules, choose self-purpose and self-standard, and pursue self-realization; In order to discover ourselves and achieve truth, we must have courage, not be afraid, not obey, and abandon our social culture; Don't give in to the real world, but use what the world provides to achieve the best of yourself. The individualization of school education is also carried out accordingly.
——p 140
In contrast, if Japanese national conditions determine that it must take the direction of "individualization of education" at present, and American national conditions determine that it must tilt education from "individualization" to "generalization" at present, then China's national conditions determine that it will make great efforts on "individualization of education" for a long time.
——p 182
The basic concepts related to the trend of lifelong learning involve three basic terms, namely lifelong education, learning society and lifelong learning.
-the idea of lifelong learning p 192
The trend of lifelong learning emphasizes that learners should combine learning with their own "life management", combine learning with professional life, and construct adult life design schemes according to the needs of different stages of life. ..... All this is beyond the management and control of the administrative department of education, and learners need to design and arrange it themselves. In this process, learner's self-discipline is particularly important.
——p204
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