Study On Mao Zedong's Thought Of Educational Equity

Social fairness is the ideal and goal after which the mankind diligently strive. As an important part of social fairness, education equity is the foundation and the bottom line of social justice. Mao Zedong formated the thought on education equity in the revolutionary practice in which the Chinese people to realize the social fairness in Mao Zedong's leadership. Mao Zedong's thought on education equity was an important part of Mao Zedong's thought, and was the Sinicization of the Marxism social fairness and education equity thought, moreover, was the modernization of Chinese excellent traditional education thought. Along with our country the accelerating of the construction of the socialist market economic system, and the deepening of reform and opening up, China's entry into the period of sharp contradictions. Both the widening gap between rich and poor, and the enlarging regional difference highlighted the differentiation of social interest relations, resource allocation injustice, including unjust distribution of education resources has increasingly become the hot issue of social broad attention. To realize social fairness and justice, and the education equity have became the demands of the time in the new period in which the Communist Party of China leading the people of the whole country to build moderately prosperous society, meanwhile,have become the ideal goal of building a harmonious socialist society, and the value pursuit in realizing the "Chinese dream", the great rejuvenation of the Chinese nation. The study of Mao Zedong's thought on education equity, is just want to provide theoretical resources for the achievements of Sinicization of Marxism, provide theoretical support for the building practice of education equity in a harmonious society through the systemic pectination on Mao Zedong's thought on education equity.Mao Zedong's thought on education equity were related to the principles of Marxism, philosophy, pedagogy, politics, economics, law, sociology and other theories. This study attempts to take the basic principles of Marxism as its guidance in theory, and conduct the systematically study on Mao Zedong's thought on education fairness combining with the theories related to the education equity problem. The study was followed the following principles:first is history and logic be consistent. The formation of Mao Zedong's educational equity thought was not a purely theoretical creation process, but a process of the educational revolution and the educational reform, combined with the reality of China's revolution and construction practice, it was the unity of history and logic. Therefore, combined historical background, theoretical sources and forming process of Mao Zedong's educational equity thought, this study set out elaboration and analysis on Mao Zedong's development of his educational proposition, from the resentment towards the old education to advocate the educational reform, from the educational reform to the educational revolution, from advocating educational revolution to lead the social revolution, up to the advocation that the educational fairness would be realized through educational revolution or educational reform and ultimately achieved through social revolution. Obviously, the formation of Mao Zedong's thought on education fairness was not only a historical process with a vivid brand mark of the times, but a logically unfolding process of a theory which became mature gradually. The second principle is the unity of theory and practice. Mao Zedong's thought on education equity had distinctive theoretical features and practical features, and its theoretical features embodied in two aspects: on the one hand, insisted the basic principles of Marxism as guiding ideology, and the Marxism social fairness and educational fairness theory as the theoretical foundation, as a result, Mao Zedong's thought on education equity remained essentially belongs to the Marxist ideological system. On the other hand, with outstanding achievements in the Chinese traditional culture as a source of its theory, absorbed the essence of Chinese excellent traditional educational thought. The combination of these two aspects made Mao Zedong's thought on educational fairness have both the theoretical trait of ancient and modern, Chinese and foreign. Meanwhile, the process of theoretical creation of Mao Zedong's thought on educational fairness was always accompanied by China's revolution and construction practice. The unification of the theory and practice is obviously characteristics of Mao Zedong's thought on educational fairness. Unifying the generality and concreteness is the third principle. Education equity theory is the embodiment and extension of the social fairness theory in the education level, on the one hand, educational fairness is general, namely the educational fairness is the basic value orientation of modernization, and is the fundamental value of determining the educational system as well as formulating the education policy of the world. The generality of the educational fairness theory was embodied in Mao Zedong's educational fairness thought, adhered to the education philosophy of "people-oriented" and"no child left behind". On the other hand, the educational fairness with concreteness as well, the concrete representations of the educational fairness in different era and different regions were different, concrete analysis was needed to concrete problems. Mao Zedong's thought on educational fairness were formed with Chinese characteristics, combined generality and concreteness of educational fairness.This article tried to systemically comb the rich content of Mao Zedong's education al fairness thought, through the introduction and five main bodies. Mainly contents this article were:Introduction briefly described the theoretical and practical significance of the topic, an overview of research situation in domestic and foreign academic circles w as given, as well as introduced the research idea, the main research contents, the resear ch methods and the possible innovations. The first part of main bodies mainly inspecte d and combed the theoretical origins and historical background of Mao Zedong's educat ional fairness thought. On the one hand, the sight of study from the world to China, fr om the diffusion of Marxism in China to the infiltration of Chinese traditional culture, scanned from all-round to the historical background of Mao Zedong's educational fairne ss thought. On the other hand, analysed the theoretical origins of Mao Zedong's educati onal fairness thought, the main theoretical origins were the basic principles of Marxism and the excellent Chinese traditional culture, of which the Marxism social fairness and educational equity thought as well as the essence of the traditional Chinese ideology o f education were the direct sources. The second part mainly studied the formational co ntext of Mao Zedong's educational fairness thought. The formation and development of Mao Zedong's thought on educational fairness was divided into four stages, namely the embryonic stage, the development stage, the mature stage, the change stage, which sug gested its development was a tortuous process, that not only affirmed the theoretical co ntributions and historical status of Mao Zedong's educational fairness thought, but an o bjectively analyses on the historical limitations of them, especially the mistakes of educ ational revolution practice during the "Cultural Revolution". Objective and dialectical an alysis to Mao Zedong's thought on educational fairness could help us comprehend its s ocial practice background and associated factors. The third part mainly researched the b asic contents of Mao Zedong's thought on educational fairness, which including the basi c connotation of educational fairness thought, the discusses about the basic values, the cognition to the essential elements, the elucidations of the major dimensions and the ex positions of the realization principles and implementation paths. The fourth part mainly studied the main features of Mao Zedong's Thought of educational fairness, which main ly show up as several aspects:first, the dialectical unity based on the scientific world view and methodology; second, the social practice based on the practice views and the epistemology; third, the social historicity based on the era requires and political standp oint. This part inspected specially the relationships and differences between Mao Zedon g's educational fairness thought and the contemporary civilian educators'while analyzing the basic characteristics of Mao Zedong's thought on educational fairness. The last par t mainly studied the contemporary value of Mao Zedong's thought on educational fairne ss. On the one hand,it discussed the contributions to the Sinicization of Marxism, on th e other hand, it had the discussion on the realistic guiding meanings that Mao Zedong' s educational fairness thought had in constructing the harmonious society in contempora ry China, as well as in realizing the educational fairness an In launching education for satisfying the people in the new era.Educational fairness was run through the whole process of education in Mao Zedong's thought on educational fairness, put forward the systemic ideas of the equality of educational starting point, the equality of educational process and result. Besides, it summarized the basic elements of educational fairness which includes four elements of target, ideology, strategy and implementation, these theoretical perspectives highlighted the inheritance and innovation of Mao Zedong's thought of educational fairness from Marxism theories of educational fairness and Chinese traditional educational fairness. They were precious spiritual wealth to achieve educational fairness in the new era.