The Reconstructive Research On Teacher As The Role Of Intellectual

With the transformation and change of modern social structure and the deepenness and expansion of the research on education subject, teacher, as an everlasting role of proselytizing instructs dispelling doubt, has be given new time element and value connotation gradually. From the viewpoint of traditional education domain, teacher is considered as both the core strength in promoting the generation update of human civilization and cultural messenger that leading the healthy growth of national spirit, and the pivot in education reformation. However, when it comes to the sociology of education, teacher is not merely the professional educator of education-curriculum-instruction, but impeller in the development of social-polity-culture. For the existing complex definitions on the role of teacher and the doubt that whether the teacher can be an intellectual, this research starts with regarding teacher as natural person and an intellectual, and discuss the reconstruction of the role, which aims at reconsidering and reconstructing the role and image of teacher, and to provide new perspective and suggest to the re-start of basic education curriculum reformation and the role re-setting of teacher during the process.Just as the gap existing between notion discourse and practice, which should be reviewed in specific situation. As for the role construction of teacher being an intellectual, it should be undoubtedly selected during the crash between the ideal and reality, present and future. School ought to be a public space where cultivates communicative rationality and practices democratic spirit, and from which students acquire critical knowledge and construction ability to make preparation for the future. And it has raised up new responsibility to teacher, the pivot, who should become an intellectual with the characteristics of being good at practice and reflection, daring to criticize, seek for truth, question and innovate. However, by analyzing present education reality, school is undoubtedly in the bottom of the bureaucratic system-level monitoring, as the political ideology carrier, the teacher always instills the knowledge derived from the official curriculum packages quietly, while students are still bearing body discipline on physiology, knowledge colony on thought and codes violence on language. In order to cover the gap between ideal and reality, teacher should make exploration and self-enlightenment with explicit value rationality and objective criticism. Meantime, society should have a inclusive attitude to provide a relax and tolerant educational ecology to teacher.Upholding the epistemological rout of generation from practice-theory guidance-practice improvement, following the methodology of oughtness depiction-isness analysis-attribution traceability-construction creation, and absorbing multi-disciplinary theory resources fully, such as pedagogy, sociology, politics, anthropology and ethics, the paper has focused on the topic of role reconstruction and launched a rational adventure journey with huge challenge, unusual hardships and demystification, and strived to discuss it rationally and reasonably. The whole essay is divided into following eight parts:Part one, introduction:the research review of teacher as the role of intellectual. This part has confronted with the hot topics in the field of curriculum and instruction, such as who is the teacher indeed? Is teacher an intellectual? How can teacher be called the intellectual? By combing existing related research systematically and innovating and constructing core notion, it has clarified the theoretical value and practical meaning of this topic from paradigm shift of curriculum research to teacher practice, authentic point, the role integration of professionalism and publicity.Part two, the theory basis of teacher as the role of intellectual. This part starts with the empirical analysis, theory confirmation and role clarification. On the one hand, it has focused on teacher’s daily life, including the dimensions of classroom, school and society, and made a comprehensive research of ideal expectation of serving teacher, college student and parents of student on teacher’s role to clarify the co-existence of professional deviation and public hiatus on teacher development. On the other hand, it has focused on academic discuss, including the dimensions of teacher being the knowledgeable, intellectual and social man, being the value Rye of social transformation, vision forecaster of education reformation, role setting of self-transformation, and the expansion of public space in the information age, the acceleration of pace in civil society construction and the fullness of human atmosphere in education filed, which can well prove the presupposition, necessity and feasibility of teacher as an intellectual. What’s more, teacher possesses the common traits as intellectual, including the independence of personality, seeking for the truth and be critical. As for the teacher’s unique personalities as intellectual, he is embodied by educating the students to pursue the truth, setting up examples for students by his own words and deeds, and abiding by the teacher’s ethics.Part three, the ideal types of teacher as the role of intellectual. This part has constructed the oughtness’role cluster’of teacher as an intellectual:it has put forward the significant responsibility for teacher to innovate teaching concept and transform teaching method from the perspective of teacher as the guider in knowledge innovation; it has pointed out the vital mission for teacher to release child’s eyes, ears and voice in terms of teacher as the leader in class ecology; it has analyzed comprehensively the possible way of teacher to eliminate the deficiencies of school hierarchical system and create school education community from the view of teacher as a constitutor of school organization; it has also analyzed that the teacher should have insight into education’s nature and explore education’s political space from the dimension of teacher as transformer of social structure, which can clarify the problem of specialized deviation and declining publicity for teacher that they should solve as the intellectual.Part four, the practice obstacles of teacher as the role of intellectual. This part changes vision from theoretical resources integration to teacher’s live daily life. From busy, an aspect of teacher’s time of alienation, it reveals teacher’s vocational domain that is increasingly being caught in an infinite expansion. From mang, an aspect of teacher’s responsibility mess, it dissects weight that teacher’s duty cannot be afforded. From aimless, an aspect of disposition hidden, it depicts state that teacher’s value orientation is self-exile. From blankness, an aspect of teacher’s role anxiety, it presents situation that teacher is loss with role identity. The four levels are isscross, perspective of complementary and contemplation of each other. And it is more objective, factual, detailed and comprehensive to exposit practical predicament of teacher’s difficulty to be an ideal intellectual.Part five, the attribution for weakening of teacher as the role of intellectual. From an institutional attachment level, the paper has analyzed predicament attribution that levels of rhythm derived from bureaucratic organization, the teacher metamorphoses as specialties, derived from system of unit’s identity lock, the teacher descend into employees, derived from limit of performance management, the teacher stunt to skilled workers. From the level of market effect, announcing mentality of teacher as intellectual that appear the mental declining, identity anxiety and contradiction, because of the market logic operation of cultural commercialization, educational consumerization and teacher utilitarian. From the level of professional development, showing the teacher’s professionalism to shield the teacher’s public responsibility, suppress the teacher’s critical spirit and relieve the teacher’s humanistic feelings.Part six, the generating conditions of teacher as the role of intellectual. This part is directed toward theory error and practice obstruction, investigating double conditions with inside and outside of the teacher as intellectual from teacher as subject and social environment. In terms of teacher as subject, it points out that teacher as intellectual should be self-initiation from integrating space-time conception, arousing critical awareness and remedying knowledge and ability structure. In terms of social environment, the necessary external conditions for the teacher to be intellectual are which emphasizing transformation of ideological discourse, changing educational administration and rationally returning of school systems. This creation of internal and external conditions, it aims to connect the rift between ideal types and practical difficulties of the teacher role, explore effective policies for concept construction and appropriate road for integrating practice.Part Seven, the reconstructing path of teacher as the role of intellectual. This part integrates the related theoretical resources on the teacher as intellectuals, explores inner tension between specialized and public of teacher development. It devotes to expurgate Chinese characteristic road of teacher as intellectual in the context of Chinese history and culture. Showing scientific spirit of truth which is facing daily life, believing objective fact, daring to criticize and abandon, braving to questioning and innovate. Practicing kind professional ethics that are enhancing practice reflection, shaping the ethical culture, adhering to value rationality and acting public responsibility. Leading remarkable social harmony which are opening classroom situation, getting rid of knowledge authoritative and stimulating imagination of teaching.Part eight, peroration:the limited expression of teacher as the role of intellectual. Externally speaking, the teacher are the transformers of social structure who base on the specialized knowledge, concern of public life, shape with good-natured citizens. However, it doesn’t mean that they have to act as forthgoers to predict the future world, the spiritual mentors to lead popular movement and opinion leaders for space of network and media. Internally speaking, as the guider of knowledge innovation, the leader of class ecology and the constitutor of school organization, teacher should stick to high moral values establishment, make self-enlightenment be precondition and take public responsibilities, dare to criticize and innovate. And teacher should also achieve the purpose of liberating students, criticize the phenomenon of alienation, materialization in education field to construct a democratic, fair and favorable education world.