readx;?? In China's history, the state-led implementation of education policy can be said to have a long history. Pen Fun Pavilion wWw. ｂiquge。 info∟★八∟★八∟★ Reading∟★ book,.2▲3.o》

Long back in the age of legends, that is, at the time of the advent of writing, education was said to have become a very important arrangement.

However, in ancient China, education could be planned into the category of "aristocratic education" at the earliest.

After the advent of "education" in the era of legends, until the Western Zhou Dynasty, it was obvious that the situation of education could be summarized in this aspect.

Of course, the initial education refers to the continuation of the guidance of a race's survival skills:

There is a record of the social life of the primitive clan in the "Corpse Junzhi Chapter": in the world of the Suiren clan, there was a lot of water in the world, so the people were taught to fish; Fishing and hunting is one of the oldest ways of human livelihood, and a large number of traces of this aspect have been preserved in Chinese Neolithic cultural sites. Combining the legendary ancient education with the spread and application of livelihood technology helps to illustrate the characteristics of ancient education. At the same time, the legendary ancient education also reflects the main characteristics of the regional clan culture at that time, as well as the main forms of knowledge and cultural transmission and exchange between clans and tribes and within clans.

A tribe living in a densely forested area will invent and master hunting techniques earlier, a tribe living in a plain area will invent and master agricultural production techniques earlier, and a tribe living in flood-prone areas will be forced to find ways to deal with flooding. Legend has it that Hou Ji, who was appointed as an agricher and was responsible for teaching the people of various tribes the techniques of planting crops such as millet millet and so on, lived in the Loess Plateau, where the land was fertile and suitable for the growth of millet millet and the people to whom he belonged lived in the Yellow River Valley, which was flooded all year round. Other ancient figures, such as Qi, Xi, He, Kui, and other ancient figures who were responsible for a certain type of education, actually represented clans and tribes with certain cultural expertise. The salient characteristics of this regional culture reflect the diversity and imbalance of China's prehistoric culture, and various exchanges between different regions, such as barter trade contacts, migration of clans and tribes, and the emergence and development of extra-clan marriages, have become important channels for technological and cultural exchanges between clans and tribes. The important reason for this kind of exchange is that the earliest concept of education in China not only included the diffusion and spread of the Central Plains culture in the middle and lower reaches of the Yellow River to the four Yis, but also included the submission and naturalization of the Chinese ethnic groups by the surrounding ethnic minority tribes. Therefore, war and conquest were also given the function of promoting education.

According to the Lü Clan's Spring and Autumn Period, the purpose of Shun's expedition to the Miao people was to change customs, and Yu's attack on the Cao, Wei, Qu Tuo, Youhu and other tribes was to promote their politics and religion.

The definition of education not only reflects the essence of education, but also distinguishes educational activities from other activities, such as learning, training, advocacy, etc., and can be regarded as the basic concept of education. However, the scope of this definition is much narrower than the word "education" that people often talk about. Traditionally, people regard things such as learning and training, education and training, training and training, and funding and training as education, which shows that in people's consciousness, there is another much larger concept of education, that is, the macro concept of education. It includes not only the education, training, and learning of basic concepts that can directly affect people's quality and ability, but also those activities that cannot directly affect people's quality and ability, but can help and promote the development of the former type of activities, which is what people call cultivation activities. Macro education is actually equivalent to training, so the definition of cultivation is also the definition of macro education. On the basis of the above basic definition of education, the "kind difference" that distinguishes learning, training, and other activities is removed, and the macro definition of education (training) is formed: activities that focus on people's qualities and abilities.

The only characteristic of macro-education is that it "focuses on the qualities and abilities of people", which indicates that it is not possible to judge whether an activity is not educational. In reality, not all educational activities can achieve the desired results, and some may even fail. However, some activities, such as research activities and propaganda activities, although they can affect people's quality and ability, are not recognized as educational activities. When people take a different stance and focus on people's qualities and abilities, they can treat people's qualities and abilities from both positive and negative aspects, develop and strengthen certain qualities and abilities in a positive way, and weaken and inhibit certain qualities and abilities in the opposite direction. Human qualities and abilities are divided into innate and acquired, and the innate ones, like other animals, are created by nature's long-term evolution. The acquired nature is divided into two situations, one is acquired by people inadvertently, or not deliberately achieved, and the other is deliberately created by people, and macro education summarizes all activities deliberately carried out by people's qualities and abilities.

There is a long history of the word education being used in a variety of ways:

The description (definition) of the word education in the Modern Chinese Dictionary includes two aspects. The first is the expression of the macro concept of education - "the whole process of preparing the new generation to engage in social life". However, it uses the word training when describing the concept of education, and it uses the word education when describing the concept of education, "long-term education and training for a certain purpose", which is suspected of being a circular description (definition). Second, it expresses the basic concept of education - "to teach, inspire", but at the same time it expresses the teaching as "educational guidance", and it is suspected of circular description (definition). When defining, the defined items cannot be directly or indirectly included in the definition items, otherwise the circular definition error will be formed. In this regard, there is no problem with the circular definition of the word education in the description of the word "Xinhua Dictionary".

The description of the word education in the Xinhua Dictionary is also divided into two aspects, one is "social activities with the direct purpose of influencing people's physical and mental development", which is obviously a macro concept of education. The second is the phrase "to make the truth clear", which distinguishes education from training activities, and is intended to express the basic concept of education. However, such a statement cannot distinguish between education and activities such as study, research, and advocacy, because these activities can also make people understand. Therefore, it is debatable to formulate the basic concepts of education in this way.

In later generations of educational circles, in the field of education, there are various definitions of "education". Generally speaking, people define "education" from two different perspectives, one from a social perspective and the other from an individual perspective. The former Soviet Union and China generally defined "education" from a social perspective, while educators in Britain and the United States generally defined "education" from the perspective of individuals. To define "education" from a social perspective, the definition of "education" can be divided into different levels:

(1) In a broad sense, all activities that enhance people's knowledge and skills and influence people's thinking and morality are education. "Education" is regarded as a subsystem of the whole social system, which assigns and assumes certain social functions.

The most essential understanding of education is that society instills knowledge and guides people's thoughts; first, the object of education is people; second, the content must be benign and meaningful. So that the people can transform society.

(2) In a narrow sense: refers to the spiritual sublimation of an individual. This way of defining emphasizes the influence of social factors on the development of the individual. Defining "education" from the perspective of the individual often equates "education" with the learning or development process of the individual.

(3) In a narrower sense, it mainly refers to school education, which refers to the activities of educators to exert influence on the body and mind of the educated in a purposeful, planned and organized manner according to the requirements of a certain society or class, and to train them into people needed by a certain society or class. This mainly refers to the examination-oriented education in Chinese campuses.

Education is a practical activity that takes place in a certain social context to promote the socialization of individuals and the individualization of society.

If it is defined around the basic elements of educational activities, education can be defined as education refers to the social activities in which people consciously transmit information to others through certain methods, media, etc., hoping to influence the spiritual world or psychological state of others, and help or hinder others to acquire certain concepts, qualities, and abilities. Those in the former role are called educators, and those in the latter role are called educational objects. This definition is consistent with all human educational activities and can be used as a basic definition of education.

In the eyes of a later scholar, it was believed that education should be used as the teaching and dissemination of social culture. Socio-culture, including liberal arts and sciences, should contain three levels of content.

The first level refers to high-level culture, which is abstract and does not exist, such as social psychology, aesthetics and values.

The second level refers to those who have descended from the first level, and although they cannot see their concrete existence, they can actually feel the existence of their structure and mode of activity, such as the regime and its institutions.

The third level refers to the superficial culture, the culture of objects or materials that can be seen and touched. To put it simply, it is spiritual culture, spiritual materialization culture, and material culture.

The purpose of education, which is to educate and educate people, is actually to let people accept all kinds of useful knowledge, with a view to absorbing and dissolving this knowledge, so that it can directly affect society, or use this knowledge as a basis to sublimate new knowledge, that is, discovery and invention. The former is like a physical change, the person who accepts it is like a container for things, and the several things that are accepted are still the same kind of things, but they have changed places and have some mixture, which is probably what is often said to be practical talents - technical or technical talents; the latter is similar to chemical reactions, which have generated different and other things, and this kind of talents can well grasp the first level of culture and are easy to form their own unique academic thoughts, concepts and methods. This is creative talent. The cultural influence of a country and nation in the world is mainly the influence of the first level of culture and creative talents. The highly developed nervous system of human beings is the material basis and premise for the emergence and development of education. It provides a complete range of thinking functions such as feeling, remembering, associating, imagining, reasoning, etc., so that people's consciousness can influence each other and be transmitted.

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In Zhang Jiashi's mind, education is the top priority that must be vigorously promoted, but for him, how to widely implement the means of education and promotion that exert state power is a very serious problem.

Zhang Jiashi came from a later generation, so he naturally knew very well the connection between the popularization of education and the intensity of education.

However, in a sense, the education system cannot be limited to just one category, at least for some common sense concepts and knowledge, it must be the tone of widespread implementation.

Zhang Jiashi's own hope is to popularize junior college education, which does not mean that Zhang Jiashi believes that a single teaching level has greater advantages.

On the contrary, a broader foundation will undoubtedly allow for greater diversity in education and more choices for those who receive it.

It's just that there is one point that Zhang Jiashi is more and more unable to recognize the education of later generations. That is, in the education of later generations, English can occupy a large proportion.

At this point, after Zhang Jiashi has traveled through such a long time, although he can understand that this practice has its premise and inevitability, there is no doubt that everything has pros and cons.

Therefore, if possible, Zhang Jiashi will let people with a certain comprehensive foundation implement more in-depth specialized teaching in the case of combining their hobbies and abilities.

For example, people who are more interested in arithmetic can be arranged to enter the corresponding advanced arithmetic tutorial and carry out corresponding in-depth teaching if they pass the corresponding assessment.

And just like the Legalist doctrine, which is still the focus of the Great Qin Empire's selection of officials, is also arranged.

In Zhang Jiashi's heart, he doesn't think that there is nothing wrong with "partial science", and the most important thing is to make everyone clearly understand that the Great Qin Empire needs their knowledge very much to build this country and their lives.

In order to do this, it is necessary to first promote the importance of specialization in the art industry nationwide.

Although Zhang Jiashi hoped that more people who were inclined to miscellaneous doctrines would be the focus of the selection of officials in the Great Qin Empire. However, if this is the case, it will inevitably have a great impact on his educational concept.

Of course, it is not that a "professional" person cannot be an official, but on the contrary, an official who is proficient in Qin law is undoubtedly the best choice to serve as a county official or a person in the corresponding position.

Zhang Jiashi can be said to be quite entangled in such a situation, but at the moment, for him, even if he has a very beautiful description of the idea of education, but before solving the threat of the Huns, Zhang Jiashi himself can think that it is impossible to do this.

Because he also didn't want to disperse too much of the resources and forces that the Great Qin Empire could concentrate at a critical juncture. [To be continued.] ]