Based On Teacher-student Relationship In The Postmodern Context

Teacher-student relations has always been an important aspect ofeducation. Any complete care and attention to education can not bewithout examination of this relation. Due to the existence of thesubject-object binary mode of thinking in modern society, moderneducation has become Logocentrism in which teachers and studentsconstitute the two basic opposing sides in the teaching process. Pursuitby modernity in the ultimate values has resulted in the fact that thefinal aim of education is only to impart students some limited andpractical knowledge. And the essence of education is only regarded asa mechanical and physical process that has no difference fromproduction. This means that students as fresh and live individuals arematerialized in the teachers' eyes that are filled with contemplation,and education is becoming an instrument to suppress and alienatepeople. This paper is therefore to proceed from the view ofpost-modernism(subversion of modernity is its own task), aiming atdeconstruct the teacher-student relation in the mire of alienation,reconstructing man-man relation in the teaching process, that is thenew teacher-student relation identified by dialogue and enrichedconnotation, and expecting to find a way for teacher-student relation togo out of the predicament.On the basis of visits and rebels of post-modernism againstmodern educational theory, the first section begins with background ofthe question for study, evidence presented, and summary about thequestion abroad and home to discuss origins of the problem. In myopinion, it is necessary in both theory and practice to reconstructteacher-student relation in the teaching process from the perspective ofpost modernism, which forms the basis of argument. Section two, fromthe point of the view of rethinking and criticising modernteacher-student relations, makes a deepgoing analysis of theoreticalfoundation and main features established in the relation. In view of agood deal of intrinsic problems, modern education is unable tointerrogate itself on modernity. So post-modernism naturallyundertakes the task of the age to examine modern education. Afterdeconstructing modern teacher-student relations characterized byAuthoritarianism, Perfect-man doctrine, Scientism and Centralism,post-modernism entrusts unprecedented spirit and quality toteacher-student relations in the educational process. Section three, onthe basis of the main viewpoints of post-modernism and theories aboutthe relation between subjects, discusses in detail the connotation ofsuch a relation in the context of post-modernism.Section four gives a full proof of the nuclear question onconstructing post-modern teacher-student relation, namely the questionof transmuting teachers' knowledge and opinions towards courses. Thispaper tries to demonstrate that teacher-student relations in the teachingprocess is a type of relation between subjects. This relation can only beestablished through subjective explanation and acceptance by therelational two sides, and such explanation and acceptance are based oncertain knowledge. Knowledge not only offers intelligent instrumentfor construction of teacher-student relation, but also providesarguments for properness in this relation. Hence, the nucleus ofconstructing teacher-student relation in the sense of post-modernism isto rethink and criticize teachers' original views towards modernknowledge and courses, to subvert their hegemony and control overknowledge, and at the same time to remove teachers' knowledgeauthority and speech hegemony, expecting to construct the dialoguerelation between teachers and students in the real sense ofpost-modernism.Does it help to construct a new teacher-student relation in theteaching process by applying post-modern opinions? In view ofdeficiency in the study of the question, Section five of the paperdiscusses from the four aspects the possible questions existing inpost-modern teacher-student relations, following after theoreticalintrospection post-modern philosophy. It also suggests constructingpost-modern ideas on education from the view of sublation incorrespondence with our specific national conditions, on the basis ofwhich to construct a new type of teacher-student relation characterizedby democracy, equality and communication, and to promote fulldevelopment and harmony. Theoretical values and practical meaningsof the question are produced thereafter.