The Indigenization Of Other's Educational Theory

Chinese Pedagogy is imported from the West, its theoretical framework, concepts, systems, research methods, research topics are subject to the profound influence of Western education, so the establishment of Chinese Pedagogy has been the subject and objective in academic."Pedagogy Indigenization"is put forward towards the "imported education" in modern time, it is not emerged recently. As early as the beginning of the 20th century, it has been raised by scholars. Throughout the course of indigenization of pedagogy, there is different key focus in different stages, from education modernization, education scientization to the current context of globalization of education, which the development of Pedagogy Indigenization is in the direct line of succession. Although, the different research background has different emphases, it is no doubt that the ultimate objective is the establishment of Chinese pedagogy.Pedagogy Indigenization has been as an old issue for a long time, so its solving requires a new thinking path on the basis of concerned research. Pedagogy Indigenization is a complex macroscopic topic, which need to take a "focused" type of research to identify the key theory,"The indigenization of Other's educational theory" as the starting point. It focuses the ontology of indigenization to explore the internal mechanism of introduced Other's educational theory, which shows the "meta-research"sense on the process or method of indigenization.The introduction starting from the problem, based on the basic concepts clarification, sets the limitation for the keywords, such as Other, educational theory and indigenization. From the existing studies on indigenization of Education and related subjects, such as Sociology, to get the comprehension of indigenization in nowadays, to sum up the specialty of existing studies. Based on the study object to identify research methodology, research frames and study innovation.The first chapter is about prerequisites of the introduced Other's educational theory. In the basis of"Comparative Education Research","foreign education and research","Global Education Outlook", the three significant journals have the great impact on the study of foreign educational theories. By enlightens of Foucault's theory of discourse analysis to analyze the discourse turning and knowledge configuration of Other's educational theory.The second chapter embarks the cultural aspect of indigenization of Other's educational theory. Educational traditions have matrix characteristics playing a covert role, which is a cultural dimension of the filter. The ontology cognition of educational tradition tries to break out the limitation of epistemology to have a new meaning. From the Hermeneutic perspective to analyze the implication of educational traditions in time span and text for Other's educational theory. As frame of reference has ancient, modern, Chinese, Western and cultural pre-view senses, considering the value of educational traditions during the indigenization of Other's educational theory. Making the modern transformation of traditional education is the final goal of indigenization of Other's educational theory in cultural dimension.The third chapter of indigenization of Other's educational theory focuses on the disciplinary aspect, putting forward the existing of the educational knowledge commensurability. Clarification of disciplinary, academic community and knowledge/power constitute the premise of knowledge commensurability. Educational knowledge heritages the nature of objectivity, publicity and universality from the common nature of knowledge is the ontology of commensurability. Inter-subjectivity of knowledge and language ensure the possibility of commensurability. Interdisciplinary, growth of knowledge and the one-way motivation of educational knowledge are the features of commensurability. Setting up the own Chinese pedagogy is the purpose from"copy saying","continuing"to"express myself".The forth Chapter concerns the praxis of indigenization of Other's educational theory, especially the proposing the interaction of in-between space. Checking history to analyze the dimension of praxis and introduced pattern of indigenization of Other's educational theory. On the ground of education field, exploring the specialty of theory, practice concept and guiding of the Other's theory to local praxis. The in-between space is the inter-layer when the other's theory to reach the local praxis which consisted of cultural field, life world. The interaction between Other's education and local praxis focuses on interactive content, academic theory and the destination.The fifth chapter turns to the educational researchers who domain the indigenization of Other's educational theory. The cultural standpoint and the research position in Education formed the researchers'standpoints to the introduce of Other's educational theory; The different roles of the education researchers, such as professional scholars, thinkers, intellectuals have an indirect influence towards the indigenization of Other's educational theory.