A Study On Zhang Chuting's Philosophy Of 5I Curriculum

The lack in pedagogy originates from the lack in philosophy which isrooted on the one-dimension understanding of human beings. The mostfundamental premise of education and curriculum theory is not some kindof philosophy, but the right answer to the question "what is human". Thisis also the root of the profound crises in the traditional education andcurriculum. Therefore, it is pressing for us to reconsider the theory ofeducation and curricula under the sight of the philosophy of human.In this thesis, the first part studies Professor Zhang Chuting'sphilosophy of human, which discusses the essential characteristics andqualities of human. Human is born reflective, reflexive, self-developing,self-expressing, self-educating and aesthetic. Then we have studied theeducational and modern significances of Professor Zhang Chuting'sphilosophy of human. Based on these, Professor Zhang Chuting'sphilosophies of education are studied to seek the true meaning andessentials of education. Furthermore, it inquires the reality of education andthe reality of educational ideas under the sight of the philosophy of human.The second part has a profound study on Professor Zhang Chuting'sphilosophy of 5I curriculum. That is: Intelligence outweighs experience;Interest counts more than indoctrination; Inquiry is superior to just listening;Intuition is more significant than logic; Transcendence is weightier than accommodation and freedom goes before creativity. And it explores theexisting problems in curricula. Next it studies Zhang Chuting's philosophyof 5I curriculum under the sight of the philosophy of human and analyzesthe philosophy of 5I curriculum under various aspects. From our study, weput forward five theories on the philosophy of 5I curriculum. They are:Harmony Theory of Curriculum, Intelligence Theory of Curriculum,Transcendence Theory of Curriculum, Liberty Theory of Curriculum, andLife Theory of Curriculum. 5I curriculum emphasizes the flee, harmoniousand individualized development of each person. It not only embodies aguiding philosophy in curriculum, but also keeps a very short pace to theimplementation of curriculum. That's: it is a medi-curriculum programbetween the philosophy of curriculum and its implementation.The third part simply explains the curriculum models—3R, 3S, 4Rand Tyler's Principles. Then it focuses to study 4R Standards and compareDoll's philosophy of curriculum with Zhang Chuting's in the four aspects:Curriculum Objective, Curriculum Contents, Curriculum ImplementingProcess and Curriculum Implementing Methodology.