The Human Logic In Educational Management

"Man" is the basic unit of analysis in the study of mankind, human organization and management. People get their own understanding and interpretation in the human conscious understanding activities and practice. People always seek to establish a set of core values to guide our practice and behavior through exploring the issue of humanity. Management is one of the unique features of human which evolving with the emergence and development of society and social progress of civilization. And we can clearly see that in the study of social development process, human has precisely constructed a new orderly activity which is different from the"natural order" by using the unique features——organization and management in practice. People, as in the management system, are not only the subject, but also the object; only people’s participation can make the other elements of the management take effect. And all the settlement of all management problems is inseparable from the awareness and understanding of human nature, human psychology, human needs and behavior patterns. Therefore, Human issue, especially the "humanity issue" is the core concept of the basic theory in all theories of management system and management thought in philosophical and cultural level. "Hypothesis of humanity" is the assumption of a management theory; Humanity view is not only an inherent idea of management activities, but also the "hard core" of the management thought evolution and the construction of management theory.The educational management is a person to person activity, while the scientific theory of educational management is just the result of the rational thinking and exploring to it. We can conclude that "people" is the root of educational management; "human issue" particularly "humanity view" is a core issue that must be answered in the construction of scientific theory of educational management and practical activities. This study thus, is neither confined to exam the educational management activities, nor to attack the present scientific theoretical system of education management. Instead, it adopts "humanity view" and "human science view" as the logical starting points of the construction and exploration of educational management theory. It analyzes the modern crisis and the roots of educational management on the basis of valid argumentation of human characters in educational management. Meanwhile, the study penetrates some phenomena in educational management, namely the absence, dislocation and offside of humanity in it. The study proposes that "human is the target" should be the guiding principle of educational management. It tries to guide the modern educational management through a transformation in human science paradigm, namely, a logical thinking way about human in educational management, so as to realize the returning of "humanity" in education management. This study is composed of three parts, namely introduction, body which includes five chapters and conclusion. It follows exactly the researching purpose and thread stated above.The Introduction mainly states the study reason and current research situation, generally defines the major issue and proposes the main idea of research based on a hypothesis that "humanity view" and "human science view" is the logical starting points of construction and exploration of educational management theory.Chapter one:this part mainly analyses the humanity theory and reveals the human logic in educational management so as to defend for human science characters in educational management. The construction of any system of management theory and management practices are inseparable from the unfolding of those most essential reflection and answers that related to human, humanity, human nature, human survival and development. Therefore, we believe that the history of human management thought is actually a gradually deepening history of humanity research. This thesis mainly analyzes the human nature theory in educational management thought as well as management theory from ancient to modern times. Meanwhile, it explores the logical line, namely the study of "human issue" especially "humanity hypothesis", which always runs through the education and management development of human thought, management theory construction and management practice. Therefore, we can conclude that "human issue" is a significant theoretical issue, on which the construction of educational management theory and educational management practice should be reflected. Moreover, the science of educational management is of strong anthropological character; as a basic academic discipline that responses to some human essential problems in education, the human study of educational management just arises from it.Chapter two: This part firstly inspects the modern educational management from the perspective of humanity, and specifically analyses the modern crisis and results exist in it, then make a diagnosis of the root of modern crisis of educational management. As we all know, the science of educational management helps a person complete, while the activity of educational management affects a person’s being; However, it has confronted with serious problems, namely, theoretical research have not made much progress as it lack of constructive awareness, following every step of business management pattern of "person to object". Furthermore, examining the reality of educational management, we are surprised to find that there is a serious deficiency of humanity and human values in educational management activities where they should be un-folded most. The absence of humanity, democracy, justice and common welfare has caused people’s little concerns over humanity; and the present educations as well as its management activity are deficient in truth, good and beauty, making it fall in to modern crisis. This study adopts the thoughts of western philosophy of subjectivity, inter-subjectivity theory and Marxist thought, claiming that influenced by the scientism, tool rationalism, and the assumption of "one-dimension economic man", the root of modern crisis in educational management can be attributed to the exclusive pursuit of definiteness, calculability and controllability on education.Chapter three:New century calls for new educational spirit, and new era create new philosophy of educational management. Human issue is the eternal theme of management philosophy. In the thesis, the author argues that it is the uncertainty and openness of human being that makes the diversity of human development and the eternity of philosophical study, while people’s non-specialization, uncertainty and imperfection are exactly the fundament of education management. The genuine theme of educational management is to complete and perfect a person. From this we can see that "Man as Basic Principle" is not only the fundamental law of humanity theory, but also the highest principle of educational management. Education management should bring up people with real self-consciousness and self-esteem, create person who are capable of controlling over their own destiny and independent.Chapter four: This thesis frames with "paradigm theory" for analysis, proposing that strongly affected by the scientism and tool rationalism, the modern educational management, which completely divorced from human nature, has questioned man and its existence in a way of mechanistic determinism and ontology. This kind of practice has given rise to the decline of human value, made people in educational management field lose the authenticity and colorfulness, and become an abstract, alienate and one-way thinking being. What’s more, "the mode of thinking which suits human existence is a philosophical practical way of thinking, which is also an understanding method that formed along with people’s conscious reflection upon human existence". Therefore, the construction and practice of educational management should realize the transform in thought from mechanistic theory, determinism and ontology to organic theory, generative theory and practice in human science paradigm. Only with the guidance of human science paradigm can educational management treat people humanly, but not a machine. And also in this way, educational management can present its ecological nature of self-organizing system, chaos nature and complexity of life as well as its uncertainty and uncontrollability. Chapter five:Life is the extension of living. Individual’s life is generated from his relationship with the world and all the activities around him. No person’s development can be separated from the world that he lives in. In the thesis, the author argues that "the fundamental scale to evaluate all the educational theory and activities is to see whether they are in favor of people’s completion and perfection". In order to make the educational management transform into "a social practice that enables us to face the human life straightly and to improve human’s life quality", and also into "an undertaking that embodies life’s concerns most in present people-oriented society", individual’s inner world should be concerned greatly in the theoretical construction of educational management as well as in practical activities, so that a kind of inter-subjective view of management practice and a communicating way of educational management practice can be established.Human issue is the Archimedes fulcrum of educational theory. The thesis chooses the "humanity hypothesis" and "human science view" as the penetration points of the study of educational management science. If taking "human" as the commander and soul of the education management system and highlighting the human paradigm of educational management which uses human hypothetical study as the basis and premise of the whole educational management system, it will help promote the construction of the basic theory of education management and improve the theoretical system of education management. Furthermore, in the final analysis, the significance of humanity assumption concerned to educational management should be presented at the effects of specific strategies in educational management. This thesis commits to build a human-oriented educational management paradigm through the conversion of thinking ways from mechanical theory, determinism and ontology into organic theory, generative theory and practical theory, so as to provide a more comprehensive and scientific humanity view and set up a more scientific educational management notion, which in turn will offer a solid theoretical guidance to the acceleration of the reform and development in educational management activities.