Multi-cultural Context Of China's "education Research"

At the beginning of the 20th century, all kinds of pedagogies from different countries in the world swarmed into the Chinese pedagogical field and brought it into temporary "prosperity" under the circumstance of the absence of the "Chinese pedagogy". At the same time, the "Chinese Pedagogy" was gestating its own embryo though it was not provided with appropriate condition for its own emergence due to some external factors such as social turbulence. Around 1949 when new China was founded, the thought of the "pedagogy with Chinese characteristics" began to emerge, but it could not escape its "rattan-based" feature because of its unavoidable "dependency". After 1990s, the "original pedagogy", which looks forward to the transformation from the "rattan-based" to the "wood-based", represented the requirements for the transformational development of Chinese pedagogy.The relationship between China and foreign countries is a basic issue in the course of the development of Chinese pedagogy, but it has different forms in different eras. Moreover, the ways of questioning and of resolving the issue are also different. In the current multicultural context, the issue of the relationship between China and foreign countries in Chinese pedagogical research has as its embodiment the relational issue of the "localized pedagogy" and the "native pedagogy".In the process of the localization of pedagogy, there was a tendency to superficially transplant foreign pedagogy as a result of the "Occident-centered" ideas, linear development view and binary thinking. In order to change this situation, we should reconstruct the methodology of localization study so that we can study our native issues, native and the joint of foreign pedagogy and native culture to realize the native transformation of the issues, methods and the Chinese transformation of pedagogical forms and research tradition."Pedagogical thought with Chinese characteristics" and "pedagogy with Chinese characteristics" came into existence in the process of our reflecting on the "imported pedagogy". But not all the "Chinese characteristics" are beneficial. The problems of the doctrinization of Marxism, of the complex about system and of the adherence to related subjects led to the "poverty" under the superficial "prosperity".The localized pedagogy and the "pedagogy with Chinese characteristics" jointly constitute the "Chinese" pedagogy. For more than 20 years, the "multi-dimensional adherence" to foreign pedagogies, ideology, subject "system" and related subjects has been a basic characteristic of the studies of Chinese pedagogy. In a multicultural context, the Chinese pedagogy is undergoing a transformation from the "rattan-based" adherence to the "wood-based" independence. This dissertation is to put forward four basic standpoints of the research on Chinese pedagogical transformation, that is, the native, practical, pedagogical standpoints and the standpoint of the researcher himself or herself.The transformation of Chinese pedagogy as a discipline is the embodiment of the transformation of the research on Chinese pedagogy. At present there are only some evidences of the transformation of Chinese pedagogy as a discipline, but the "transformation" is not clear yet. So I put forward an open issue of a discipline transformation, whose research has just started as the "epilogue".