[Original] First, the phenomenon that graduates can't find a job. In "China Education Exploration 6: Man is the Subject of Nature and Transforming Nature", we can see that there is an essential difference between the subject of understanding nature and the subject of transforming nature, and then we can clearly see that "taking students as the subject" in the field of cognition is an expression of idealism, which is contrary to Marxist materialism, which is the objective reason why our education failed to get out of the first stage; When distinguishing the relationship between man and nature and between people, we find that our quality education theory applies the relationship between man and nature to the relationship between people, and then draws the conclusion that students are the main body, which is the subjective reason why our education failed to get out of the first stage. So what is the fundamental reason why our education has not gone out of the first stage? It is our content that is divorced from reality, exaggerating the people-oriented thought and making our education swing on the edge of idealism. Coupled with the deviation in the guidance of our educational theory, China's current education is a deformed product, which makes it difficult for many college students to find jobs after graduation. According to the Marxist view on the universal connection of things, everything has its reasons, and there is no causal or fruitless reason. People are people in society. Our children have been going to school from society for more than ten years, but in the end they can't be accommodated by society. Isn't this our education problem? Either there is something wrong with students' thinking, or they have not learned the skills to serve the social productive forces. Social production has faced the world, the socialist economy has changed from a planned economy to a world market economy, and the whole world has become a whole market economy. Some China enterprises went abroad, and foreign enterprises poured into China. However, education in China is still in a closed circle, shouting: Serve the people! Cultivate socialist builders and successors! Imagine, in this global mass production, which is the socialist enterprise? Which is a capitalist enterprise? Industry and commerce, taxation, railways, aerospace, aviation and several large state-owned enterprises are all pure socialist state-owned enterprises. How many people can they hold? Don't lie to children! In fact, under the socialist economic system, including all foreign enterprises in China, doesn't China also rely on taxes to bring it into the socialist economy? So we should educate students to serve mankind! For the prosperity of the Chinese nation, we will devote ourselves to all social production, including serving capitalist countries! (in fact, it is also to serve the motherland. For example, if a family gives birth to more than a dozen children at once, and parents can't support them, can they encourage their children to live in other people's homes? Isn't it also to reduce the burden on parents? Those overseas Chinese also know that only when the motherland is strong can they hold their heads high and hold their heads high in front of the world! If the motherland is poor and weak, they will be laughed at by the world! Even if you join a foreign nationality, it will not change the yellow skin and black eyes of the Chinese nation. Relatively speaking, the more overseas Chinese there are, the wider the spread of China culture and the greater its influence on the world. In history, Qu Yuan only thought about Chu, so he can't be a great man, only a world cultural celebrity. No matter how cruel Qin Shihuang was in history, he unified China. If we follow Qu Yuan's idea, China may still be in the era of war in which the seven countries compete for hegemony? However, some education experts will say: after graduating from college, we have not restricted your employment in socialist enterprises! Not at home. Can I find a job abroad? But the problem is that the domestic educational content is not suitable for the stage of international mass production! Second, the developing educational content Marxist view of connection holds that "everything in the world does not exist in isolation, but has some connection and relationship with other things around it; The whole world is an interconnected and unified whole; Everything is a part, a component or a link of the unified connection network. This is the universality of contact. " (Principles of Dialectical Materialism and Historical Materialism, Renmin University Press, 1984, 90 pages) Education is also a link or part of the great unity of social and natural. It is inextricably linked with its surroundings, and its connections are also varied: "There are direct connections and indirect connections; Internal contact and external contact; Essential connection and non-essential connection; Inevitable connection and accidental connection "What we want to discuss here is the essential connection of education. In the last chapter, I gave two examples: the relative productivity of production relations is the form, and the relative superstructure is the content. Thinking is a form that reflects the objective world, and it is also the content of language form. Performance costume props are the content of costume props store and the form of stage performance. The content of education is the whole content of world production development. From the perspective of vertical development, it includes the original production experience and various labor skills in production, understanding and transforming the theoretical basis, theorems, formulas and laws of nature (inheritance part) to the present science and technology. It's all about education. Education will always serve the advanced productive forces. Advanced productive forces are equal to educational function, and educational function is equal to the use function of education, which is the content of production relations (economic base). From a horizontal perspective, that is, from a comprehensive perspective, some of the contents of education come from the new relations of production (economic base), the first theory and experience of understanding and transforming society, and scientific management. This part, like the educational function in the field of education, is also the content of superstructure and the form of productivity, just like the relations of production and the economic foundation. Education and production are two contradictory aspects for human beings to create social wealth. Production is content, education is form, content determines form, and production determines education. If production does not exist, education does not exist. The difference between production and education is that production belongs to the field of transforming nature, while education belongs to the field of understanding nature. There are essential differences between the subjects (people) in the two fields! Marx's theory of human subject refers to people with cognitive ability and practical ability, and refers to people who transform the natural field, not people who know the natural field. From the contradictory unity of education and production, we have proved that students can't be the main body of education, which is the fundamental reason why China education can't get out of the first stage of education! ! Illustration: The world market economy object (object) field creates social wealth and transforms the main aspects of natural production field: productive forces (subject) production relations content science and technology service content science management service understanding natural education field: using the function of education (subject) From this figure, we can see that in the unification of creating social wealth, education in the understanding field is the same as productivity, which is the main aspect of contradiction, so students can't become the main body of education. If students are regarded as the main body, it will make. The application of function should teach students to master science and technology in advanced productive forces and labor skills in various production. The educational function requires teaching students to master the scientific management of production relations and deal with the relationship between good people and people and between people and production. The relationship between superstructure and economic base in capitalist countries and socialist countries is different, and the development of production and education is also different. Education and production are different at a certain stage of development. This is also the diversity of education and production development. Third, the role of education in promoting production In short, the development of education must always keep up with the pace of advanced productive forces! Always like the new and hate the old. The development of productive forces has promoted the development of education, and at the same time, the development of education has also played a huge role in promoting the development of productive forces: education has transformed the possible labor force into realistic talents who master science and technology. Education is an important means of scientific knowledge reproduction, thus promoting the development of productive forces. Science is a productive force, and the regeneration of this knowledge-based productive force is accomplished through education. Because no one is born with any scientific knowledge, without education, the scientific knowledge accumulated by the previous generation cannot be mastered by the next generation, and the scientific knowledge cannot be inherited and developed, so education is an important means to realize the reproduction of scientific knowledge. And 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. In addition, in some educational fields, it also undertakes certain scientific research tasks, which also promotes the development of productive forces. Because education can transform the impossible labor force into practical talents who master science and technology, it is an important means of scientific knowledge reproduction and plays an important role in improving production efficiency and increasing social wealth, so in this sense, education is productive. Many countries in modern times regard education as a productive undertaking. For example, the rise of Japan after World War II is a successful example of attaching importance to education. Fourth, education in developed countries pays more attention to practicality. Students trained in capitalist countries pay more attention to practicality, and the cultivation of various abilities is not quality, especially in developed capitalist countries. Because their state power serves capitalism, not for the purpose of accumulating capital, regardless of the interests of workers. This coincides with promoting the development of productive forces, so the educated can master advanced science and technology, scientific management methods and various productive labor skills! Have a strong desire to participate in social production! Become a senior talent in the development of social production, replacing those workers who can't adapt to the development of new productive forces, and those laid-off workers have to continue their studies in order to re-employment, so lifelong education has emerged in such a developed capitalist country. The purpose of school education and vocational training in capitalist countries is to serve advanced productive forces and accumulate and create more capital and wealth. This is determined by the nature of capitalist countries. Explanation: The educational content of developed capitalism also changes with the development of productive forces. For example, when human beings invented calculators, they told their children to throw away the small "nine-nine watches". "China's children have to recite nine tables, and American children don't focus on it. They prefer to use calculators to save time and labor. Many Americans think that reciting nine-nine watches is a dead effort, a function of calculators, and a job done by calculators mastered by others. People don't need to spend so much time and energy memorizing nine tables, that is, memorizing nine tables and then multiplying and dividing two digits. Others use pens to calculate. " ("Quality Education in the United States" by Huang Quanyu, Guangdong Education Press, 25 1, 2000), so developed capitalist countries pay more attention to the practicality of education serving the productive forces and reduce students' study time. 5. Education in developed capitalist countries pays more attention to practicality. There are two strange phenomena in American education: one is that laymen lead experts; There is also a "career day" in primary schools and a "career interest analysis" in middle schools. Amateur management experts can be said to make people laugh their heads off in China, but in the United States, amateur management education is a matter of course. "To what extent can American amateurs (board members) cultivate lawyers, doctors, engineers, workers, farmers, rich people, poor people, illiterate people and senior intellectuals ... the only exception is local in-service educators." "Now, besides the overall monitoring of education by the school district's Education Committee, the American people have a strong awareness and penetration of participating in education in all aspects. "("Quality Education in America "by Huang Quanyu, Guangdong Education Press, 2000, p. 309) In fact, this truth is very simple. People trained by education will eventually return to society and become the main force of modern production. They may be doctors, scholars, scientists, engineers, lawyers and even the poor. Let children always feel the diversity and arduousness of objective existence, and encourage students to study hard. Do these laymen have the right to supervise whether the graduates trained by the school are of practical value? Can we serve the new productive forces? If the experts slightly deviate from the content of education, they will formulate corresponding policies for educational experts or experts to implement! Teachers in America are iron rice bowls, but administrators (principals) in education are not. Even the president of the United States is not an iron rice bowl! "Americans did not give the president an iron rice bowl, nor did they give the administrators of education an iron rice bowl. But it gives education a resounding "iron rice bowl" in the form of legislation. The main purpose of giving teachers an' iron rice bowl' is to protect academic freedom legally and economically. Teachers will not lose their jobs because they teach different academic viewpoints, and avoid the interference of various political factors and academic autocratic leaders on education. For example, in Missouri, Tennessee and other places, teachers teaching "evolution" in middle school classes triggered conflicts with the church. With the' iron rice bowl', teachers will have no worries and can concentrate on teaching, scientific research and writing. "The education in our school is different. Needless to say, teachers must speak according to the syllabus and teaching materials, and even schools must train socialist builders and successors according to the requirements of superstructure, no matter what year. Whether the social relations of production change or not. Never consider social reality (objective existence) The second phenomenon is that there is a' career day' in primary schools and a' career interest analysis' in junior high schools. We extracted two paragraphs from Professor Huang Quanyu's American Quality Education: "Later, I began to notice that in mining schools, a' career day' was held every once in a while, and people from all walks of life, even people from all walks of life, were invited to introduce their work to children. Lawyers, auctioneers, car salesmen, firefighters, policemen, athletes, writers and so on. Mines learned their' style' in the' career day' of primary schools. Of course, from the' career day' onwards, children are not mainly learning anything that can make money. The most important thing they learned is: how do people in society survive? "The mine manager is the son of Professor Huang." The seventh grade in the mine. " I once wanted to be a doctor in the mine, but I became interested in being a lawyer after I entered the seventh grade. The results of his professional interest analysis show that the highest professional interest in mines is legal service; The second is health services; The third is mathematics and science; The fourth is art ... "The Analysis Report of Mining Vocational Interests" wrote a paragraph:' Your highest interest is to work in the field of legal services and help people deal with legal affairs. This profession includes lawyers, judges, legal assistants and so on. These people often work in offices, law libraries and courts. Most of these occupations require a bachelor's degree from law school or graduate school. Of course, some professions, such as legal assistant, do not necessarily require a college degree. If you want to develop in this field in the future, you can consider choosing the following courses: social science, English and foreign languages. Because communication skills are also very important in this field. You should also choose lectures and debates. And should take part in such school activities. "A trip to Wan Li begins with a single step. This is really the crowning touch of career interest analysis. Not only to help children determine their career goals, but more importantly, to tell them how to take the first step. " (ibid., p. 299) Starting from university, students gradually enter the role of their future careers. In American universities, many professional college students spend some time in social practice every year. For example, students majoring in computer science can go to some big companies to do CO-OP from the first grade. The advantage of CO-OP is that not only will the company pay you according to the working hours, but the school will also give you several credits. After several semesters of study, students have accumulated liquidity from several different CO_OP jobs, which is enough to sprinkle some important' melon seeds' (work experience) on their resumes for job hunting. (ibid., p. 304) As can be seen from the above excerpts, education in the United States is carried out closely around the actual situation of social production, and the policy of "combining education with social practice and productive labor" formulated by our party is distinct. In other words, American education puts the objective existence in the cognitive field in the first place. This just fulfilled the Marxist materialist development view of understanding the world material first. According to the dialectical relationship between education and production, the whole content of education should be the whole content of new productive forces and production relations. Learning the world's advanced science and technology, scientific management and all advanced production skills is also determined by the nature of education. Because education is the accumulation of labor production experience and tool use that originated from primitive society. For the next generation, the older generation passed on the skills of using production tools and the experience summed up in life and labor, and education came into being. This kind of education is pure production skills and labor experience, without any political color. From this perspective, education is the product of productive labor. It is not a product of class, politics or country. Education has no class. Primitive education does not exist to serve that class. However, due to the improvement of productivity, more surplus labor products have emerged, private ownership has emerged, and classes and countries have emerged. Education has become a tool to serve the class. Under political rule, education has become a question of who to train. The proletariat must demand that education serve proletarian politics! Education in China has a strong political color. In other words, China's educational content comes from three aspects: first, it comes from the part of understanding and transforming the world inherited from human history, and the foundation of various disciplines; Second, from the development of productive forces; Third, it comes from the political and ideological part. Chart: Part of historical inheritance, part of productivity development, part of politics, part of China education inheritance is too heavy! The process from "Jiujiu Table" to formula, theorem proving and transformation reasoning is almost comprehensive; Who discovered the basic principles of physics and chemistry, even every detail, part and subtle change of laws, theorems and laws; History and biology begin from every step of human origin and biological evolution, and go to classes, phylum, class and class in detail. Politics is from primitive society to communist society. What stands out is that communism is average and everyone is equal. It is about serving the class, socialism, the people and cultivating socialist builders and successors. This is very different from the politics of capitalist countries. Politics in capitalist countries stresses capital, efficiency and making money! On the basis of existing productivity, we will always invent and create to improve labor productivity and earn more money, on the one hand, meet domestic demand; On the one hand, it dumps its own goods abroad and implements a monopoly economy. Dominate the world Their political views coincide with the fact that education serves the advanced productive forces of society, so education in developed capitalist countries has entered the second stage of education development. The biggest burden of our education is that socialist ideology and politics are inconsistent with the development of productive forces, serving the people instead of the advanced productive forces. Chinese emphasizes ideological and political quality education and loses its function as a communication tool! Thinking is the form of objectiveness and the content of language, and Chinese is composed of written language and audio language. Thinking is the content of language, so the content of Chinese should be thinking. Concepts, judgments, reasoning, grammar, rhetoric, grammar and other tools for communication! And our current language has become an ideological analysis article of the touching poet's romantic moans. In a word, the education in China, especially the basic education from primary school to high school, is too heavy. Almost divorced from social production practice, China's children are dragged away by book practice, so they can get a place in the world Olympics, Mathematics and Physics Competition. And it will be easier when they enter the university. Therefore, none of the educated college students in China can win the Nobel Prize. The reason is that our basic education has exhausted children's potential and learned everything too well, leaving no room for children's imagination. For example, in the field of knowledge, a child asked the teacher, "How did human beings come into being?" Teacher China must give him an affirmative answer: "Humans evolved from apes step by step." But the American teacher's answer is different: "Maybe it was created by God, maybe it was the offspring of Eve and Adam, maybe it was changed by monkeys!" " "It will leave room for children's imagination, so American children dare to think: I must understand the origin of human beings. Therefore, with this curiosity, he may become a historian, biologist or explorer ... China's education not only gave children the cause and effect of things, but even taught the process of calculus clearly. In the United States, education only teaches reasons but not results or only results but not reasons. Some reasons and results are left for children to discuss in college when they grow up, so it is not surprising to win the Nobel Prize. China education is cultivation, while American education is creation! For another example, in terms of ability, China education requires children to write with their left hand, while American education does not. They can use their left or right hands. If someone writes with their toes, it is creation! (China) Only disabled people without arms can create! ) For another example, in the ideological field, China taught children to be modest, kind and sincere. When choosing a monitor, you can't vote for yourself. This is not modesty. American education is not like this. Encourage children to vote for themselves! To prove that I have this ability to be better than others. Only a skilled and overbearing scientist like Melbourne! 7. Limitations of China's education The content of China's education derived from modern science and technology and advanced productive forces is also very limited, because after all, after decades of closed doors, the content in our textbooks has not been changed or adjusted. In the whole compulsory education stage, the newly added information theory course has become a minor course, which is almost taught by children at home and in society. Education in China is deeply influenced by proletarian politics, which is the direct reason why education is divorced from production practice. Take a look at the political domineering of the proletariat born after education: "To sum up, politics and economy determine the nature of education, the leadership of education, who has the right to receive education and what kind of education, the principles and policies of education, and the purpose and content of education. In other words, the leadership of education and the right to education, the principles, policies, objectives and some contents of education all change with the change of economic base, which belongs to the category of superstructure. Therefore, in this sense, in a class society,' super class' and' super politics' education does not exist. " ("Pedagogy" People's Education Press, 1984, p. 23) In short, what kind of people should be trained in China's education? It is nothing more than training socialist builders and successors. But our problem is that the socialist relations of production have broken the egalitarianism of the same pot of rice, the economic foundation has changed and the socialist market has been pushed to international mass production. Planned economy has been transformed into market economy. Enterprises from China have gone abroad, and foreign enterprises have also poured into China. Can you tell which is socialism and which is a capital enterprise? Serve who? How to serve? Illustration of education in China: As can be seen from the above picture, education in China has always been slapstick under the socialist planned economy. There are two reasons: on the one hand, superstructure requires social production to open to the international market and change from planned economy to market economy; On the other hand, it is a contradiction to ask our education to train talents for socialist construction. Make it impossible for our graduates to enter the field of high-tech entrepreneurship. ! (2) Our superstructure plays a direct role with students as the main body in its educational function, while the superstructure in developed capitalist countries plays a direct role in serving advanced productive forces with its use function. In the field of cognition (education), objectivity (object: book knowledge and practical knowledge) is the most important; Subjectivity (subject: student) is secondary, which is a materialistic principle that Marxism must adhere to. I don't want to come to the conclusion that education in China is an idealistic form of education. However, education in developed capitalist countries has become a materialistic form of education. To be continued: China's educational exploration series 9: the form of education