從我國社會結構特徵論教育制度的調適 更多文章

On Educational Adjustments to Contemporary Chinese Social Structures

在不同的社會發展階段中,教育制度在社會結構中的地位各異,但是無論在任何發展階段,教育制度均與其他制度產生極為密切的關係。本文主旨在於申論:根據目前我國的社會結構特徵,教育制度究竟應與其他社會制度維持何種關係?教育制度本身應如何求取調適與改進?全文分為四部分:第一部分闡述教育制度在社會結構中的地位;第二部分剖析目前我國社會結構的特徵;第三部分探討教育制度的調適方向;第四部分則為全文的結論。

This paper deals with educational adjustments to contemporary Chinese social structures. The first part discusses the role of educational contemporary Chinese social structures. The second part is devoted to the analysis of characteristics of contemporary Chinese social structures. The third part analyzes educational adjustments to these characteristics mentioned in the second part. The final part is a conclusion.
Educational institution is one of the main social institutions. It does not operate in a vacuum;there are interrelations between educational institution and other social institutions. Mutual influences, mutual changes, and interdependence are three kinds of these interrelations. The role of education in social structure has moved from the periphery part to the core part.
From the institutional point of view, the paper analyzes four kinds of characteristics of social structures. They are:an economic institution paying the concurrent attention to affluence and equal distribution of wealth;a political institution with a harmonious integration of political structure, political culture, and political power;a familial institution continuing the ethical characteristics;and on open society with high degree of social mobility.
Educational adjustments to these characteristics are examined in four ways. First, there should be synchronous attention paid to educational investment and the cultivation of traits of modern man. Secondly, the importance and the role of education in political socialization and the balance of educational powers deserve specific considerations. Thirdly, the change of parents' educational ideas and the implementation of parent education program will be beneficial to the ethical aim of the family. Fourthly, efforts should be made to realize the ideal of equality of educational opportunity. It is concluded that point efforts of the educational policy makers and educational practitioners along these four lines will make education the contributing factor of social order as well as the dynamic force of social progress.