A Study On The Practice Model Of National Unity Education

"National unity education" has a close correlation with social and political issues, thus it usually be understood to be the reproduction tools of power, the symbol of ideology. National unity education and the national unity education model, in essence, are the concept, action or operation mode which is generated and constructed by the political discourse, the practice of historical subject, the regulation of systemic ethics and others’multiple environmental factors under the background of era needs. The purpose of national unity education is to teach the youth and students to understand the diversity of human being and cultures, and the similarity and each other’s associated destiny of the earth community. "Equality, solidarity, mutual assistance and harmony" are the basic characteristics of China’s national relations.However, in the process of modernization, globalization, and information, the different cultural symbols, cultural belongings, and their interests demand led to the "inequality, discrimination, separation and extremism" existed in the field of schools and social public, and it destroyed the harmonious ethnic relation, and it threats the survival of individual, national security and social order. At the same time, because of the influence of new liberalism, postmodernism, nationalism, the urbanization of ethnic minority, and the enhancement of minority population mobility, the traditional ethnic problem and ethnic contradiction which is produced by persistent economic disputes and cultural difference, has been exsiting or changed in the process of different ethnic groups’communication. For the common safety of individual, national unity education is committed to cultivating the youth and students understanding the Chinese nation and its cultural diversity by using the education concept of equality, democracy, justice and harmony, to eliminate ethnic discrimination, resist damage, repair the emotion rift caused by separatist, to maintain the equal status and dignity of people with different cultural background, and maintain the existence and development order of the Chinese nation, county and even the whole world community.This paper bring the element of main body, concept, method, process, effect into the category of "practice mode" into the national unity education, analyzing our country’s national unity education practice mode from the level of history, policy, and the reflection of practice and theory. Understand the connotation of national unity education, inspecting the national unity education phenomenon, reflecting the practice of national unity education from the perspective of ethnology, cultural anthropology.The first chapter is introduction, mainly elaborated the cause, significance, connotation and method of national unity education study, surveying the research status of national unity education from multidisciplinary perspective and Chinese and foreign comparative perspective.The second chapter survey the connotation, significance of national unity education from the prospective of multidisciplinary, understanding and reflecting the significance, content and methods of national unity education mainly from the anthropological view of ethnic identity, Fei Xiaotong’s theory of national passageway, the theory of Marxism national equality unity, Durkheim’s theory of social solidarity, the symbol theory of symbol anthropology. Different disciplines have different method, but they have the same basic aim about national unity education.The third chapter analyzes the concept of "nation", "solidarity", "national unity education", reevaluating the connotation of national unity education from the theory of political, interest, tool, value, and from the perspective of anthropology, sociology, and other multi-disciplinary, analyzing the difference between national unity education and patriotism education, national identity, multicultural education, establishing the basic connotation of national education. And this chapter mainly analyzes the generated logic of national unity education, namely analyzes the legitimacy and possibility of national unity education, and it interpret the valve of national unity education from the dimension of tool theory and value theory.The fourth chapter illustrates the basic model of our country’s national unity education. Examining the concept and goal of the practice of national unity education, summarizes the national unity education concept in main ethnic and minority cultural. Both national unity education concepts are formed in the blended Chinese nation cultural, "you have me, and I in you". Although the concept ofChinese national unity is already contained in our national culture, but as a matter of education is modern. In this paper, the national unity education practice process is divided into three stages:initiation stage (1840-1949); accompanying phase (1949-1978); independence stage (1978-). National unity education practice in different stages has different goals, different subjects, different way, and different policy.In order to avoid subjective bias, this paper carried on an investigation to some primary and middle schools in Guangxi, Beijing, Hunan, which formed the fifth chapter, namely the practice mode of field investigation and study of national unity education. We draw lessons of interview method and questionnaire investigation of anthropology and sociology, stick to the emic approach, adhere to the model province Guangxi as research background, took an questionnaire survey of 143 teachers and 780 students of five Nanning’s secondary, and took an field investigation of some bureau and ethnic affair manager in Baise, Laibin, Naliang elementary school, Tansan elementary school, Xinxing minzu elementary school, and took some in-depth interviews of school’s principle, teachers and students. When using survey data, try to be value neutrality, to restore the "real" of national unity education, and presents the ecological condition of Guangxi’s national unity education, understand different main body’s different attitude and different view to the necessity of national unity education, object, curriculum, textbooks, teachers, summarize the experience of Guangxi national unity education.Chapter 6 gives a descriptive summary on the practice of national unity education about our country, Israel, Malaysia, the United States. Different countries took different specific ideas, and although they had different goals at different historical period, but all of them had obtained certain education effect in promoting national unity, in eliminating ethnic discrimination, and in promote social democracy and justice. Our country have same place in the concept, system and practice of national unity education with foreign country, and have some differences in goals, methods, and practices, from the summary experience, national unity education need to pay attention to ideological and practice of inclusive flexibility.Chapter 7 reflects the practical difficulties which encountered by national unity education. The perplex of national unity education’s concept, the process of practice, method selection, quality effect and evaluation in cognition and operation level, people under different paradigm of dominant, have different deviation of conception on national unity education.The chapter 8 discusses how to solve the dilemma on the idea and subject of the national unity education practice mode, and the method of the key problems existing in the practice process and path analysis. According to the school experience of national unity education in Guangxi, such as Beijing, Tibet, it can be summed up in four national unity education patterns of course control, activity control, culture control, and emotional communication pattern. The chapter 9 has carried on the theory of reflection on national unity education from the perspective of anthropology of education. The national unity education according to its features is divided into three patterns of Power control, Ration control and culture control with advantages and disadvantages of themselves’own. The national unity school education from the cultural anthropology perspective, should regard the school as a kind of social public field, make full use of the school of national culture symbols with Chinese cultural metaphor, excavate its symbolic significance, and through the careful education choice, cultivate students’imagination, shape the students’ sense of national identity and patriotism, promote each other’s respect, understanding and communication, to make the young students realize the ideal of national unity and social harmony.