A Study Of Post-figurative Culture And Juveniles' Family Education

Since the 1980s, with the forwardness of China's socialist modernization and the transformation of social economy, politics and culture, changes have taken place unconsciously in the juveniles'education, including the family education which is a very critical part in the juveniles'education in the background of the social transformation. The knowledge, experience, and the value judgment held by the juveniles are no longer authoritative as before. However, the juveniles have gained many opportunities of influencing and teaching their forefathers because of their strong abilities of accepting new knowledge, which is a very prominent characteristic of the post-figurative culture.The investigation of post-figurative culture originates from scholars at home and abroad giving a sharp observation to the great influence on the juveniles by the rapid change of the society after the Second World War. Three pre-figurative culture proposed by The famous American anthropologist Margaret Mead'is a starting point of the study of post-figurative culture and Intergenerational inheritance. In her Culture and Commitment, Margaret Mead divides culture into three basic forms: Pre-figurative culture, figurative culture, and post figurative culture. Some scholars in our country later translated and introduced some works into China, set out to do some empirical study and give a further explanation of post-figurative culture form different perspectivesAlthough there have been many researches on the post-figurative culture in the academic field at home and abroad, the works about the post-figurative culture and the juveniles'education are very few and the investigation in this part needs to be made further. For example, the influence of the post-figurative culture on the juveniles'family education concept, the change of the content of the family education brought about by the post-figurative culture, the new role of the parents given by the post figurative culture, and the construction of the social management system of the juveniles'family education need to be investigated further.On the basis of a great deal of analysis of the literature and the questionnaires, the present author claims that there are two reasons behind the post-figurative culture. One is the social internal cause: on one hand, the knowledge and the lifestyle became outdated due to many differences between the adult and the juveniles, including the influence exerted on them, their acceptance of the new-emerging knowledge, their lifestyles; on the other hand, the juveniles, taking the advantage of their active mind and their strong abilities of absorbing and grasping new scientific knowledge, exert a strong influence on the adults'value and code of conduct, which ensures them to make their voices heard. The other is the social outer cause:With the change of the patterns and contents of socialization, on one hand, on one hand, the older generation gradually lost the ability of renewing their knowledge and their favorable economic condition, which make them loss their authoritative position in their families. On the other, the younger generation has overrun the older one technologically and economically, even in their survival skills. What is more, the foreign ideological trend brought about by the economic globalization and the intensification of the influence between peers also contributes to the emergence of the post-figurative culture. The post-figurative culture period brings new opportunities for the juveniles'family, stimulates the juveniles'pioneering spirit and sense of innovation, moderates the"inter-generation gap"and"inter-generation conflict", and promotes the heritage and development of culture. However, on the other hand, it brings unprecedented challenges for the juveniles'family education of the times of post-figurative, due to the confusion of values, the contradiction between the ideal and realty, and the erosion of varied harmful information. With the rapid development of economic globalization, culture diversity, science and technology, post-figurative culture shows the trend of globalization in the future education of the juveniles'family and its influence continues to expand. And then it gradually makes the juveniles change their way in their family education from rebellion to non-rebellion.The paper makes use of the literature research methods, contradiction analysis method, more integrated methods and survey methods, and draws on philosophy, economics, political science, sociology and the natural sciences and other related research achievement. On the basis of the practical investigation, through the induction, collation and analysis of the related materials, and adhering to the method of the unity of theory and practice at the theoretical level, the present paper attempts to carry out a deep research of post-figurative culture and the juveniles'family education. The research includes the connotation of post-figurative culture and the reasons of its formation, the new characteristics of the juveniles'new thoughts and behaviors under the background of post-figurative culture, and social influence and developmental trend of post-figurative culture on family education of juveniles. Some practical suggestions have been proposed on the aspects of concept, methods, contents and social management system of family education of the juveniles in the background of post-figurative culture. Firstly, the parents need to change their ideas, insist to lifetime learning, improve the quality of family education gradually, and enrich self-knowledge structure, therefore, we can guide the juveniles to learn and grow in the spirit of democracy, openness and tolerance, and change the traditional way of instilling education. That is, through the new ways like inspired education, infiltration education, emotional education, and implicit education, transport the advanced mainstream ideology to the juveniles, train their high moral character and good mental qualities, and make them establish a correct life value, world value, and the sense of social responsibility. At the same time, we should realize that family education is not just the thing of the parents, but also a social system which needs the coordination of all social efforts to construct.