The Research On The Behavior Logic Of Farmers' Education Investment For Their Children

This article embarks from the social rational person angle of view, using the analysis tools of the relationship between action and structure of social constructivism paradigm, reveals that the behaviors'in-depth logic of the farmers for their children's education is the social construction of rational behavior, that is interaction and mutual construction of the behavior and the structure by rational-mediated. It overcomes one-sided and simplification of formerly research on the farmers'behaviors. Formerly study either only saw the farmer behavior is rational, overemphasized the farmer behaviors self-consciousness and intention, neglected the various structural constraints factors, even the being in favor of farmer rationality is purely economical rational; Either only saw a variety of structural factors constraint on farmers'behaviors, disparaged or strangled the farmers'the rationality, neglected the farmers'behaviors independent and intention.Over the years, the research on farmers'behaviors and farmers'education investment are often out of touch, the research on farmers'behaviors neglected the behaviors of the farmers'education investment, while study farmers'investment in education, more research on the investment and income from the economics, very little discussed the farmers'behaviors. Cause the research vacancy of the farmers'education investment behaviors in sociology. Investigate the case village, we found that peasant household's education investment behaviors performance difference and variability for their children. So the article focuses on farmers'education investment behaviors for their children, and inquires about behind peasants'behaviors'in-depth logic, replying and explaining the reasons of farmers'education investment behaviors difference and the change for their children. In order to reveal behaviors'in-depth logic of the farmers'educational investment for their children.This article focus on farmers'education investment behavior for their children, such as behavior's social ecology fields, reality characterization, rational logic and practice logic, which is described and analyzed layer upon layer. First, this article analyses the social ecology field of farmers'educational investment behaviors for their children, to provide a realistic context and social implication on understanding and discussing the education investment behavior of peasant household. The practice fields of farmers'education investment behavior for children appear"education involution"during social transition period, on the one hand education"there is growth without development", the other hand, diminishing marginal returns to education. Second, the article detailed analyses of the survey village where the farmers for their children's education investment behaviors have shown differences and variability. Difference is mainly characterized by different concept and behavior for different household investment in education, as well as behavioral differences for a farmer in different education stages of their children. While the variability of farmers'education investment behavior for their children presents that change is related to the specific situation and is characterized by a variation of the idea, motivation and behavior choices of investment in education. Finally, the article digs into the underlying mechanism behind the differences and changes of farmers'education investment behavior for their children, revealing that the behaviors of peasant household investment in education have rational and practice dual logic, which is the social construction of rational behavior. Looking from the surface layer, the difference and changes of farmers'education investment behavior for their children stem from their behavior's rational logic. On the one hand displays the survival rationality, the economical rationality and the social rational difference; On the other hand displays variation between the survival rationality, economical rational and the social rationality. Looking from in-depth, the difference and changes of farmers'education investment behavior for their children stem from its practice logic. In practice, peasant household's rational behavior restricted by the family, social, cultural and other structural factors. Under various kinds of structural factors restraint, farmers rational choice their education investment behaviors for their children, and adjust and adapt the goal and the behavior of their education investment along with the concrete situation's change. This demonstrate interaction and mutual construction of the behavior and the structure by rational-mediated.In short, the logic of the farmers'education investment behaviors for their children is the social construction of rational behavior, which is why farmers'education investment behaviors difference and the change for their children. Farmers from the pursuit of social benefits maximization objective, such as survival, economic, political power, social status, social prestige, and emotional, weigh children, family, social, and cultural factors, and make it into their children's education decision-making. When the children, family, social, cultural and other factors change, farmers reconsider and adjust the previous education investment behaviors for their children under the new situation, they set the new maximized social income goal, and make a new decision-making whether to invest children's education. The education investment behaviors of farmer for their children is the result of structural constraints and rational choice, which demonstrate interaction and mutual construction of the behavior and the structure by rational-mediated.