I. The Meaning of Education (Frequently Tested in Single-Choice Questions)

Origin

• The term “education” first appeared in Mencius · Jinxin I.
• “To obtain the outstanding talents of the world and educate them.” (Mencius · Jinxin I)

Concept

Education has broad and narrow senses.

• Broad sense: social, school, and family education (collectively called the “three combined forces of education”; school education occupies a dominant position )
• Narrow sense: school education

II. Basic Elements of Education

School education includes three basic elements: educators, educatees, and educational influence.

In any era and any form of educational activity, the indispensable basic constituent elements are ( A )

A. Educators, educatees, educational intermediaries
B. Educators, educatees, educational technology
C. Teachers, students, lesson content
D. Teachers, students, teaching plans

Educator

• School teachersare the main body of educators and the most direct educators.
• Educators play a leading role in educational activities.

The educated

• The object of education
• The subject of learning

Educational influence

The link/medium/bridge connecting educators and the educated, including educational content and educational means.

III. Forms of Education (Single-Choice Questions)

Family, school, and social education

From the perspective of the spatial characteristics on which the education system operates

Education in agricultural, industrial, and information societies

From the perspective of the time standard on which the education system operates and the industrial technology and social forms based on it, it is further divided into education in agricultural, industrial, and information societies.

IV. Attributes of Education ⭐

Essential attribute

Education is a purposeful social activity of cultivating people.

e.g.: Parents educating their children to respect the elderly. (√)
e.g.: A mother monkey taking a baby monkey to climb a tree is also education. (×)

The most fundamental difference between educational activities and other social activities lies inwhether people are cultivated purposefully, which is the qualitative determinacy of education, namely, its essential attribute.

Social attribute

(1) Eternity.

• Education exists as long as human society exists.
• Education is an indispensable tool for the continuity and development of society and of the individual. Therefore, it is eternal.

(II) Historicity

• Education comes into being with the emergence of human society and develops with the development of human society.
• In different periods of human society, education also has different natures and characteristics, contents, and forms.

(III) Inheritance

• The inheritance of education means that education in different historical periods follows in succession, and education in the latter historical period is the inheritance and development of education in the former historical period.

Distinguishing historicity and inheritance: historicity means difference between ancient and modern times, while inheritance means sameness between ancient and modern times; the latter inherits and develops the former.

(IV) Long-term Nature

• The cycle of talent cultivation is long. ('It takes ten years to grow trees, but a hundred years to cultivate people.')

(V) Relative Independence

• Education has relative independence. Although education, as a social subsystem, has its operating laws constrained by society's political
  economy, culture, and the laws of human development, education has its own laws of development and is not restricted by external factors.
• There is an imbalance between education and the development of the level of productive forces and the political and economic system, and education has a certain active role.
  e.g.: Education is not entirely an appendage of politics and the economy.

(VI) Productive Nature

Educational activities are a kind of potential investment that can promote economic development.

e.g.: Today's education is tomorrow's economy.

• Education cultivates talent: Education is the cradle for cultivating talent. Through systematic learning and training, students can master various knowledge and skills and lay a solid foundation for future career development. These talents will become an important force driving economic development.
• Education enhances innovation capacity: Education not only imparts knowledge but also cultivates students' innovative thinking and practical abilities. A well-educated society is often more innovative and can continuously introduce new products and services to meet market demand, thereby driving economic growth.
• Education promotes social progress: Education helps improve the cultural quality and moral level of society as a whole and promotes social harmony and stability. A harmonious and stable social environment is a necessary condition for economic development, because economic activities can proceed smoothly only in a peaceful and stable environment.
• Education affects industrial structure: An increase in the level of education will change the structure of the labor market, thereby affecting the adjustment of industrial structure. As the level of education rises, more and more laborers will have the ability to work in high-technology, high-value-added industries, which will push the industrial structure to develop to a higher level.
• Returns on education investment: In the long run, education is a high-return investment. Although large amounts of funds and resources may need to be invested in the short term, in the long run, a well-educated labor force will create more wealth and value for society. Such returns are reflected not only at the individual level but also at the national and social levels.

V. Functions of Education⭐

Individual development function and social development function (divided according to the object on which educational functions act)

(I) Individual Development Function

The influence and effect of education on individual development is called the individual development function, also known asthe ontological function of education.

Main manifestations

• Individual socialization function. The process by which an individual, under the influence of the social environment, understands and masters social things and social standards, that is, the process of growing from a 'natural person' (or 'biological person') into a 'social person'.

  In short, what has been said above is the process by which an individual integrates into society and becomes a social individual.

• The function of individual personalization. The process by which an individual develops uniqueness, autonomy, and creativity in social practice activities.

  • Development of subject consciousness: Education, by cultivating an individual's moral concepts and intellectual abilities, improves the individual's self-understanding, thereby promoting the development of their subject consciousness.
  • Development of individual characteristics: Through different educational contents and forms, education promotes the development of individuals' characteristics in interests, hobbies, intellectual structure, personality, temperament, and other aspects, enabling individuals to display a unique personality.
  • Realization of individual value: Education helps individuals recognize the existence of life and strive to pursue the value and meaning of life, thereby realizing the individual's social value.

(II) Social development function

The social function of education means that education, as a subsystem of the social structure, influences the existence and development of society through cultivating people; it is a derived function of education, also called the instrumental function of education.

Main manifestations

• The transformative function of education. By developing human potential, improving human qualities, and guiding human social practice, education not only enables people to adapt to social development but also drives social reform and development.

  The above concept means that, in addition to guiding natural persons to grow into social persons, education is also an important force for social change. It can not only cultivate talents with innovative spirit and leadership ability who lead social progress and economic development, but also serve as an important channel for spreading new ideas and new concepts, helping to promote the progress of social culture and the building of democracy and the legal system.
  e.g.: The economic function, political function, cultural function, scientific and technological function of education, etc.

• The social mobility function of education. Through the cultivation, selection, and improvement provided by education, social members can transfer, adjust, and change among different social regions, social strata, occupational positions, and bureaucratic organizations.
  e.g.: In the morning a rustic lad, in the evening at the emperor's court.

Positive functions and negative functions (classified by the nature of educational functions)

• Positive function (active function): Education produces a positive promoting effect on individuals and society.

  e.g.: Education promotes the comprehensive and harmonious physical and mental development of the educated, and promotes economic growth, political democracy, cultural development, etc.

• Negative function (passive function): Education produces a negative hindering effect on individuals and society.

  e.g.: An education that overemphasizes scores hinders students' comprehensive development.

Manifest functions and latent functions (classified by the form in which educational functions are presented)

The distinction between manifest functions and latent functions is relative; once latent potential functions are consciously developed and utilized, they can be transformed into manifest functions.

Manifest function

The results produced in the actual operation of educational activities that are consistent with educational purposes.

e.g.: Education promotes people's comprehensive and harmonious development, promotes social progress, etc.

• Plannedness⭐ (main marker): The main marker of manifest functions is their plannedness. Educational activities are designed according to certain educational goals; these goals are usually clear, quantifiable, and consistent with the overall purpose of education. For example, education aims to promote people's comprehensive and harmonious development, and this goal is achieved through a series of planned teaching activities.
• Goal orientation: Manifest functions emphasize the purposefulness and goal orientation of education. This means that every link in educational activities is carefully designed to achieve specific educational goals. Whether it is knowledge transmission, skill cultivation, or value shaping, all are carried out around these goals.
• Expected results: Manifest functions focus on the expected results produced by educational activities. These results should match educational purposes and reflect the actual effects of educational activities. For example, through classroom teaching, experimental operations, and other methods, students can master necessary knowledge and skills; these are manifestations of manifest functions.
• Individual development function: Manifest functions also include the promoting effect on individual development. Education not only focuses on the transmission of knowledge but also pays more attention to the cultivation of students' personalities, the improvement of abilities, and the formation of emotional attitudes. These are important manifest functions in educational activities.
• Social development function: In addition to development at the individual level, manifest functions are also reflected in contributions to society. By cultivating qualified citizens, transmitting culture, and promoting technological innovation, education promotes the overall progress and development of society.
• Positive function: Manifest functions are usually positive, meaning they help realize the fundamental purposes and values of education. For example, improving population quality and promoting social fairness and justice through education are positive manifestations of manifest functions.
• Evaluability: Because manifest functions have clear goals and expected outcomes, they can be evaluated and measured. This enables educators to test the effects of educational activities in various ways, thereby continuously optimizing and improving educational practice.

Latent functions

Unintended functions that accompany manifest functions. These functions are usually not the original purpose of designing educational activities, but arise naturally during implementation; they may complement educational goals or contradict them.

e.g.: A teacher's conscientious, rigorous, and meticulous work attitude subtly influenced the students.

• Characteristics: The prominent mark of latent education is its unplanned and unintended nature. Unlike the purposeful and organized characteristics of manifest education, latent education often occurs inadvertently, and its results may be positive or negative.
• Manifestations: Latent education can be reflected in many aspects, such as teachers' behavior, school culture, and the social environment. Although these factors are not part of educational plans, they have an impact on students' growth and value formation that cannot be ignored.
• Relationship: The distinction between manifest functions and latent functions is relative. Once latent potential functions are consciously developed and utilized, they can be transformed into manifest functions. For example, improving students' cooperative awareness through group cooperation is a latent function, but if cooperation is discussed through a class meeting, it becomes a manifest function.
• Classification: Latent education can be classified by combining positive and negative functions. Positive functions contribute to social progress and individual development, while negative functions may hinder these processes. Latent education also has these two sides and needs to be identified and guided in practice.
• Practice: In educational practice, the role of latent education cannot be ignored. It can be reflected through teachers' image, educational goals, the educational environment, school ethos, and class climate. These factors influence students in indirect and implicit ways, sometimes even more effectively than manifest education.
• Optimization: In order to better give play to the positive role of latent education, it should be placed at a position equally important as manifest education. By optimizing the educational environment, improving teacher quality, and shaping a positive campus culture, the effects of latent education can achieve twice the result with half the effort.

VI. The Origin of Education (Single-Choice Questions)

There are four-stage theories of the origin of education, namelythe mythological origin theory, the biological origin theory, the psychological origin theory, and the labor origin theory, among which the mythological origin theory and the biological origin theory are fundamentally wrong; although the psychological origin theory also acknowledges that education exists only in human society, which is its progressive aspect; the labor origin theory holds that education originates from the dialectical unity of social production needs and human development needs in the labor process, which is the only correct theory of the origin of education according to Marxism.

VII. The Development of Education

According to the compositional characteristics of the social mode of production, education can be divided into primitive society education, ancient society education, and modern and contemporary society education.

Education in Primitive Society

(1) Reasons and Conditions for the Emergence of Education

1. Reasons: The need for human beings' own survival and development is the most fundamental reason for the emergence of education, and also the fundamental reason why education is a category of eternal significance in human society.

2. Conditions

   • The emergence of human labor is the most fundamental condition for the emergence of education. In the sense that labor is the most basic social activity of humankind, labor is a necessary condition for the emergence of education.
   • The formation of language is another necessary condition for the emergence of education; it provides a carrier for the mutual transformation of experience between individuals and groups, making human thought and communication possible.

The author's understanding: The above-mentioned reason refers to the fact that in the process of survival, human beings, due to various needs, needed to pass on their own survival experience to other human beings, including descendants; this is the most primitive education. As for the above two conditions, the first can be understood as follows: the survival activities of primitive humans (picking mulberry leaves, hunting, etc.) can all be regarded as labor. Because these labor behaviors, unlike those of animals, accumulated experience, there was then the condition to pass it on to other human beings, thus forming the most primitive education. The second understanding is that language exists only among humans; animals do not have language. After humans produced language, they immediately shared their labor experience with other human beings and exchanged insights with one another.

(2) Characteristics of Education in Primitive Society

1. Classlessness and fairness

   • The means of production were publicly owned; therefore, children were also publicly owned and publicly raised, and educational opportunities were equal for all children.

2. Education was integrated with productive labor and social life

   • There were no schools in primitive society; educational activities were integrated into production and life. Those responsible for education were elders with experience in production and life, but these elders were not yet full-time personnel engaged in the education profession (teachers).

3. Educational content was simple, and educational methods were single

   • Teaching content: mainly various productive labor skills and social life customs.
   • Teaching methods: action demonstration and observational imitation, oral transmission and learning through constant exposure.

Education in Ancient Society

(1) Development Course of Education in Ancient Society

1. History of Chinese Education

1.1. Slave Society

Educational content in the Xia, Shang, and Western Zhou: the 'Six Arts' (rites, music, archery, chariot driving, calligraphy, mathematics,Rites and music were the core)

1.1.1. Xia Dynasty

• Educational venues (forms):Xiang, Xu, and Xiao
• Educational purpose: to cultivate warriors skilled in archery and warfare
• Educational characteristics: China's earliest form of school education emerged

1.1.2. Shang Dynasty

• Educational venues (forms): University, Gusong,Primary School, Xu
• Educational purpose: to cultivate future rulers who revere the gods and value filial piety, and who are brave and skilled in battle

1.1.3. Western Zhou

• Educational venues (forms): national schools and local schools
• Educational purpose: to cultivate future rulers with aristocratic political and moral ideas and military skills

1.1.4. Spring and Autumn Period

• Educational characteristics: the rise of private schools

1.2. Feudal society

Educational content throughout feudal society: the Four Books and Five Classics

Four Books: The Analects, The Great Learning, Mencius, and The Doctrine of the Mean

Five Classics: The Book of Songs, The Book of Documents, The Book of Rites, The I Ching, and The Spring and Autumn Annals

1.2.1 Warring States Period

• Educational venues (forms): the Jixia Academy of Tian Qi (established by the state and presided over by private individuals)
• Educational characteristics: the Hundred Schools of Thought contend, represented by the prominent Confucian and Mohist schools

1.2.2 Western and Eastern Han Dynasties

• Educational venues (forms): the Imperial University and the Hongdu Gate School
• Educational purpose (scholar-selection system): the Chaju system

1.2.3 Wei, Jin, Southern and Northern Dynasties

• Educational venues (forms): the Imperial College and the Imperial University
• Educational purpose (scholar-selection system): the nine-rank system

1.2.4 Sui and Tang Dynasties

• Educational institutions (forms): Six Schools and Two Halls
• Educational objectives (scholar selection system): imperial examination system (Emperor Yang of Sui established the jinshi examination)

1.2.5 Song and Yuan Dynasties

• Educational institutions (forms): academies
• Educational objectives (scholar selection system): imperial examination system

1.2.6 Ming and Qing Dynasties

• Educational objectives (scholar selection system): imperial examination system (abolished in 1905)

2. History of Foreign Education

2.1. Slave Society

2.1.1. Ancient Egypt

Educational characteristics: priests as teachers, officials as teachers

2.1.2. Ancient India

2.1.3 Ancient Greece

2.2. Feudal society (Medieval Western Europe)

(II) Overall characteristics of education in ancient society

1. In ancient times, schools emerged, and education became a specialized social function and a tool of the ruling class.
2. Ancient school education was separated from productive labor and had a non-productive character.
3. Ancient school education adapted to the development of the ancient economy and politics and had a class character; schools in feudal society were also hierarchical.

4. Ancient school education adapted to the development of ancient thought and culture, exhibiting Confucian orthodoxy, authoritarianism, rigidity, and symbolism.

   • Confucian orthodoxy. The content of education was the political thought and ethical concepts of the ruling class, and education was subordinate to the Way of rule.
   • Authoritarianism. The educational process was one of control and being controlled, indoctrination and passive acceptance; the authority of Confucian orthodoxy was guaranteed by the authority of teachers and priests, and by the authority of admissions, examinations, and teaching discipline.
   • Rigidity. Educational methods and learning methods were rigid, with rote memorization and mechanical imitation.
   • Symbolism. The symbolic function of education occupied a dominant position. What kind of education one could receive marked one's social status; the purpose of education was not to acquire practical knowledge but education itself.
5. Ancient school education developed only initially and had not yet formed a complex structural system.

Education in modern society

1. The state strengthened its attention to and intervention in education, and public education rose.

   • Since the 19th century, bourgeois governments gradually recognized the importance of public education, gradually established public education systems, and established a centralized educational leadership system.

2. The universal implementation of primary compulsory education

   • Germany was the first country to implement a compulsory education system.

3. The secularization of education

   • Corresponding to the development of public education, education became separated from religion.

4. The legalization of education

   • A notable feature of the development of modern Western education was its emphasis on educational legislation; every important advance or reform in education was prescribed and guaranteed in legal form.

Education since the 20th century

1. Education'sLifelong orientation

   • In the 1960s, the French educator Paul Lengrand proposed the theory of lifelong education in On Lifelong Education. The idea of lifelong education is one of the most influential, most widely disseminated, and most vital educational trends in contemporary international society.

2. Education'sUniversalization

   • That is, the universalization of the objects of education: everyone has the right to receive education and must receive a certain degree of education.

3. Education'sDemocratization

   • On the one hand, it seeks to ensure that all people receive the same education. There is equal opportunity to enjoy educational resources at the starting point of education and in the educational process, even including equality of educational results.
   • On the other hand, it pursues the liberalization of education. This includes the expansion of educational autonomy, flexibility in setting curricula and compiling teaching materials according to social requirements, and diversity of values.

4. Diversification of education

   • The diversification of education is a reflection in education of the diversification of material and spiritual life in the world, specifically manifested as diversification of training objectives, forms of schooling, management models, teaching content, evaluation standards, etc.

5. The modernization of education

   • This includes the modernization of educational concepts, educational objectives, educational content, educational methods and means, the teaching staff, educational management, educational equipment, educational systems, and teacher quality, etc.

The above five points can be remembered using the mnemonic “All the People Make More Sacrifices.”