1956: The Difficult Exploration For Localization Of Pedagogy In China

The localization of pedagogy has been an essential issue in the pedagogic study in China for over 100 years. It is also the crux of congenitally deficient Chinese pedagogy, on which people of generation after generation have been striving to make a difference. This is the only way and orientation to construct Chinese characterized pedagogy. Though there are different motifs and focuses in different phases throughout the localization process, the profound regularity has been coherent all the way. The pedagogy in new China was reconstructed and developed in the process of comprehensive learning from Soviet Union, which did exert great influence on development of Chinese education theoretically and practically. In the new phase of education reform in China, some also reflect that it is the haunted clouds of Soviet Union that undermine the development of Chinese education. As summed by Ye Lan, there were several times of turning or subverting of Chinese pedagogy, a kind of “starting over” mode for China. Given all that, is this the predestinated situation of Chinese pedagogy? Are there any problems with it? Is there any reasonability with it? The localization of pedagogy is an old issue studied meticulously by many researchers with great insights. As this issue is macroscopic, it is with the characteristics of meta-research. From the perspective of embryology, it is also specific and complex. Thus, by making a focused research, this thesis aims to find out some theoretical clues on the issue.1956 is a year both common and special in the history of new China. It is common compared with the years such as 1949, 1919, and 1840, when history was at the turbulent turning point. It is special because for Chinese intellectuals this year is like a spring ever since before. The eighth congress launched the construction of socialism with Chinese characteristics. The conferences concerned with intellectuals won the unity of people’s heart and wisdom, which started the eagerness to develop science and technology. Chairman Mao put forward the noted guideline for national art and science development, encouraging blossoming and contending of all. These guidelines eased the tension caused by doctrinarism and formalism for a long time. Intellectuals seemed to be freer to discuss matters on politics, economy or culture. It was the same in the field of educational research, where people started to reflect the previous situation of adoring the Soviet and think about the construction of Chinese own pedagogy. The education was blossoming for quite a period.This research chooses the year of 1956 as the target, aiming to give original appearance of the history in that period by looking through typical details. From details, we can seize the pulse of the development of education in that period and try to examine, reflect and excavate the experience of history objectively and reasonably.Following the introduction part, this thesis consists of four chapters, which respectively deal with four dimensions, which are Chinese and western, ancient and modern. Then, each chapter will choose an educational incident, a dissemination platform(newspaper or textbook) and one figure. In this way, with the presentation of the normal historical patterns, the profound efforts for localization are also highlighted. On one hand, we pay attention to the issues on education. On the other hand, we also try to jump out of education itself to see it from wider perspective of social development. Looking back can prove the value of muffled voices and thoughts and also enlightens present and future. On this basis, we can reflect the localization of pedagogy deeper and further about how to deal with the problems in the four dimensions. In this process, we must try to insist on Chinese position, international perspective and respect the traditions for the sake of future to construct the Chinese pedagogic theoretical system, which must follow certain goals and regularity and make “Let common people enjoy better education and promote the all-around development of human beings” the permanent goals and fundamental drive of the reform and development of education.