Interest, Failure And The Equilibrium

In recent years, research on rural society has become one of the indispensable fields of social research in contemporary China; and rural education, as a social phenomenon, has always been a key subject of sociology. Combing the two subjects and with the state and social theory, the author makes a study of compulsory education in rural China. With a basic premise of assuming compulsory education as quasi-public goods, the author reviews its actual material carrier-the running process of school. To facilitate the study, the author takes the sociological method of case study and takes a perspective view of the complex supply mode of compulsory education as public goods in rural areas, especially in poverty-stricken mountain areas. A basic proposition of this article is that the supply of compulsory education as quasi-public goods in rural areas is a result of multi-time gaming among actors of complex interests in control of social resources, and it is restricted not only by the local social development level, such as local financial situation, disposable income of residents, but also by the geographical environment, such as topography and landform in different rural areas. Also, the changes in social structure profoundly impact of the compulsory education as quasi-public goods.The author elaborates the concept and properties of public goods as well as the analyses of compulsory education as quasi-public goods by overseas scholars, describing the four prevalent theories of current study on public goods, i.e. theory of national pattern vicissitudes and the "Third Path" theory, the paradigm of three-category analysis of civil society theory, the third sector theory and the four-category analysis model as well as multi-center theory, which are the specific forms of state and social theory. On this basis, with the analysis and demonstration on one of the rural primary schools in Dabie Mountain Area located in southwestern Anhui, the author tries to avoid the fault of "reductionism". The in-depth interviews, detailed information on the case as well as the background and evolution also contribute to the scientific nature of the demonstration. Finally, the rural compulsory education in the supply of public goods had to reflect the government is not only the main supply of public goods, the Government can and civil society to jointly supply of public goods. But even in the government and civil society partnership in the role of government is still dominant. In the less developed regions, the Government has limited financial resources. We should actively nurture social organization, the introduction of more social resources for the provision of compulsory education as a common public goods. At no time and under no circumstances will the sponsibilities of Government in compulsory education be deprived.