On The "common People" To Cultivate

"The aim of education is to shape a new personality in the human body"(Durkheim). Throughout the history of education,"what kind of person shall we cultivate?" and "How should we train them?" have been the most pressing proposition. This paper, written from a high school teacher’s perspective, starts from the current situation of education, by means of observation diary, shows the plight in school education, which is also the reflection of human in social development-the expansion of individual man, the decline of the public man. On this basis, by combing through the literature and reflecting on reality, the paper analyzes the factors such as society, internet and family to promote the expansion of individual man, noting that the expansion of individual man originates precisely from the imbalance between the individuality and the publicity of the students. Finally, the paper looks at school organizational change, curriculum reform and mechanism innovation, showing practical exploration and theoretical thinking on public man cultivating in school education.This study is based on the idea that the presence of a person is the tension between individuality and publicity. From two paths of individual socialization and social individualization, individuality means that each individual is unique and different, while publicity is a three-dimensional concept involving many dimensions such as space, people, interests, and spirit, is a diversity including individuality. Individuality and publicity exist relevantly and mutually inclusively. Correspondingly, the presence of human expresses the corresponding presences of individual man and public man. The original meaning of the individual man is the individual person, an experiencing subject, but with the development of society, in particular, the widespread use of the concept of "economic man", the individual man’s concept gradually increase, often relating to those lack of responsibility to others and to society (especially in the public domain).However, it must be clear that individual man in this article does not talk about just a selfish person. First the person is a free and complete individual, and secondly there are imbalances in the relations of individuality and publicity and individuality domains. Thirdly its expansion is obstructive to the development of public affairs. The public man is the concept based on the existence of the quasi-essence people. It is not popularized individual or abstract fiction without self. He "takes possession of his comprehensive essence in a comprehensive manner, that is, as a whole person, "(Marx). Public man is the result of self-realization based on the tension between individuality and Publicity, a person highlighting its publicity. It includes not only respect for the individual person in the general sense, but also resistance to alienation and the expansion of individual people to defend public values. The public man is the bearer of the public spirit, the defender of the public interest. He constructs public space and acts at public life.Here, it must be clear that the public man is not the past "political body" a sophomore public (selfless political model) or uniform" organization man "(rigid collective symbol). Public man is not against individual man, and to the contrary, it is the promotion for publicity of the individual person in public affairs, that is the foundation of the healthy development of the individual person. Instead of examining the replacement of individual man by public man, we probe into how to prevent the expansion of the individual person from the tension that exists between individuality and the publicity, and think about the mission and the path of public man’s cultivation in school education on this basis. Therefore, the task of this research is that, on one hand, to explore how to balance tension between individuality and publicity to prevent the expansion of the individual person, and to nurture unique individuals in the original sense. On the other hand, we must explore how to highlight the public to cultivate a "full-person"(Arendt), a public man with prominent publicity on the basis of balancing tension between individuality and publicity.Then, what is the human situation in reality like? This paper shows the expansion of individual man in the current school education and the debilitation of public man using a large number of real cases of school education. Specifically, this paper discusses three angles of the school management, school education and campus life. The tendency towards collective personification in school management, results in a crisis of identity in school management, authority and trust. The school increasingly becomes managers’ school. Here, the balance between the individuality and publicity of managers is broken. Individuality not only dominates the managers, but also enlarges such individuality in the public platforms of school management with the powers of the managers, making public affairs contaminated with many individual blots. The current climate of education advocates elite education, and is coerced by utilitarianism and consumerism. The result of the imbalances between individuality and publicity of teachers is keeping teaching away from the true public value, and is becoming each teacher’s individual show. The teachers’ group selfishness increasingly exacerbates the expansion of the individual man. As to students’life, they concern about the academic development of the individual, even within the public domain in school, lack responsibility of the school, and others. This standing by in morality breaks down individual’s publicity, gives birth to the campus individual’s loneliness, and thus exacerbates the students’escape from campus life.What is the cause of the expansion of individual man and the decline of public man? This article combs through and questions the two aspects——the historical analysis of school education and the realistic perspectives on individual life.Why is it difficult for School to suppress the expansion of the individual man and cultivate a public man? This paper examines three aspects of schooling——the pursuit of values in school education, the education content, and the education system. This part combs the history and scrutinizes the reality. The pursuit of values in school education, in general, tries to meet the needs of social development, including the substitutes of the kings’private interests in ancient times while in modern time nationality for sociality, but overlooked in common the development of students’ individuality. Till the contemporary era, it goes to the other extreme. Along with individual liberation comes the individuality expansion. The reason is that today’s school education concerns one-sided social needs, and develops the individual part of students, weakening the foundation at the public welfare, fairness and fundament. So far as educational content is concerned, this paper takes main content of school education-knowledge as the main object of study, analyzing how knowledge and meaning go from fusion to separation, how knowledge and the body gradually alienate each other through segregation and cooperation, and further explores the issues of instrumentalization and symbolization in current knowledge, under which we can outline the crisis faced by the knowledge in the generation, dissemination and function. In the education system, through the research on Ancient Governmental and private schools, as well as analyzing the elite education system, the examination-oriented education mechanisms, and the alienation of education balanced development, this article summarizes the deficiency of publicity in school education system.Individual man’s birth is not the responsibility of school education, so in reality, why could not the individual grow into public man? Based on historical analysis, this article looks into the reality respectively from the social transformation, family education and network life. Individual development has gradually become the resources of the individual in the process of economic transition, has become a bystander in political transition, and has become the entertainment of the individual in cultural transformation. It finally destroys the balance with excessive individuality. This study argues that the network communication highlights the existence of individuality and various public behaviors in this network also reflect the growth of publicity. The traditional family education in its patriarchal oppression completely covers individuality, and the modern family excessively highlights the individuality of children. All of these are not conducive to the birth of public man.It is the focal point of this article for school education to cultivate the public man. As a witness, the author shows practical exploration on the cultivation of public man in the current school education, from organizational change, curriculum reform and mechanism innovation. In terms of school organizational change, its core is to make the school a significant public space, a righteous and poetic school, and promote physical and spatial sense of dialogue. The responding to cultivating the public man in the content of education lies in the construction of public course. Public course here is not on the abolishment of the current curriculum but in the existing curriculum system, with the help of curriculum reform, highlighting its public value. Education mechanism lies in its response to the public man to foster the construction of the education community. The student community aims to construct the publicity of campus life. The teacher community aims to reshape the publicity of school education, and the school community is based on easy access public man cultivation. Its core is to make the community build itself by the construction of public space. In a word, we must overcome the disadvantage of individual expansion and create a favorable education platform to cultivate the public man, through change and innovation in school education. Of course, as a teacher, I also know that school education can not bear the whole responsibility of cultivating the public man. So at the end of the article, I give the society’s responsibility for public man’s cultivation, with the "human" identity, from the perspective of people.