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The book is a collection of five significant articles that highlight Professor Baokui QU's research on the evolution of the educational discipline in China, the classification of educational sciences, and the metatheory of education. One of the features of his research on these topics is that he integrated the perspectives from scholars in many countries, and reflected critically on the past and future of education as a discipline.
Author:
The book is a collection of five significant articles that highlight Professor Baokui QU's research on the evolution of the educational discipline in China, the classification of educational sciences, and the metatheory of education. One of the features of his research on these topics is that he integrated the perspectives from scholars in many countries, and reflected critically on the past and future of education as a discipline.
Abstract
The 20th century saw the relatively new study of educational theory and practice in China undergo dramatic developments. These modifications grew out of attempts to assimilate theories and practices from other cultural traditions and academic disciplines, and they developed based on mandates stemming from ever-changing political ideologies. By the end of the 20th century, the study of education in China showed signs of transcending these influences in favor of new approaches that were unique to education in China. Insights into this process are best gained by investigating the historical trajectory of education as an academic discipline during the 20th century.
The study of education is a relatively recent development in Chinese academic history. The discipline arose in the 20th century during a time of hardship, and it continued to develop despite turbulent political, social, and academic conditions. In an era characterized both by conflict between Eastern and Western cultures and by the transition from traditional to modern thinking, the study of education gradually evolved in China from a discipline that relied on translating foreign books to one that develops its own relevant, original works; from one that adopted existing ideas from other traditions to one conducting its own original research; and from one merely suggesting concepts to one able to elaborate its own theories. This transition was made possible by the perseverance, sincerity, and open-mindedness of Chinese education scholars. A close examination of the discipline’s growth and development over the past 100 years reveals much about its bittersweet and difficult journey.