On Drawing a "Dividing Line"

Some comrades advocate drawing a line of distinction between "the sanctity of a teacher's right" [shidao zunyan] and "respecting the teacher and abiding by discipline" [zunshi shouji]. This is because, it is said, following the call to break away from "the sanctity of a teacher's right," the students "consider the teacher as being beneath their notice," and even go so far as to "willfully make trouble and make fun of the teachers." This is a very interesting subject, and I would like to offer some opinions.     

Rethinking the Problem of Patriotic Education in the Subject of History in High Schools

Patriotism is loyalty to and love for one's motherland, and "the deepest feelings toward one's homeland fostered in the course of hundreds of years." Notice that in this remark of Lenin's, patriotism consists of three aspects: "the course of hundreds of years," "one's homeland," and "feelings," the core of which is "one's homeland." But it is exactly here that our traditional culture has steered us into a traditional mindset, giving rise to a blind spot in our thinking. We often unconsciously confuse the two originally different concepts of "homeland" and "state."…     

The Spanish Contribution to Educational Comparativism

Introduction

Comparative education is not the same thing as educational comparativism; similarly, a "comparative" educator is not the same as an educational comparativist. The former makes rigorously scientific comparisons in space and in time (past, present, and future) among educational theories and practice. In contrast, to merit the label "comparativist," it is sufficient for the educator to make frequent use of the comparative method in his investigations, or to import or export educational theories and practice. This "educational traffic," if we may call it so, occurs above all in the stage that historians of our field generally call "the borrowing period."     

Daring to Practice is Necessary in Educational Revolution

In his political report to the Ninth Congress, Vice Chairman Lin [Piao] called on us: It is necessary "to see the socialist revolution in the sphere of the superstructure through to the end." This great call has immensely encouraged the members of the Workers' and Liberation Army's Mao Tse-tung Thought Propaganda Team and the broad masses of revolutionary teachers and students who are probing the educational revolution. We are determined to emulate Vice Chairman Lin's glorious example in making a living study and a living application of Chairman Mao's thought on educational revolution, thus seeing this great political revolution of the superstructure through to the very end!     

Editors' Note

Since the start of the Great Proletarian Cultural Revolution, millions of educated youths all over the country have answered Chairman Mao's great call that "educated youths must go to the countryside." With high revolutionary aspirations, they have made their way to the countryside and border regions. There they forge revolution and are reeducated by the poor and lower-middle peasants. Being tempered through the Three Great Revolutionary Struggles in rural areas, they are sturdily growing up.     

In The Struggle Maintain the Correct Orientation of MAY 7 Cadre Schools [Excerpt]: An Investigation of the May 7 Cadre School Run by Central Committee of the CCP

Seven years ago, in the brilliant illumination of Chairman Mao's "May 7 Directive," this new socialist thing known as the May 7 cadre school came into being. Chairman Mao issued a great call: "Sending the masses of cadres to do manual labor gives them an excellent opportunity to renew their study; it should be done by all cadres except those who are too old, weak, ill or disabled. Working cadres should also go group by group to do manual labor." Chairman Mao's "May 7 Directive" and his injunction to "send the masses of cadres to do manual labor" are of great significance in opposing and preventing revisionism and consolidating the dictatorship of the proletariat, and they have clearly pointed the direction that May 7 cadre schools should take. While people everywhere are engaged in studying the theory of proletarian dictatorship and investigating how to run May 7 cadre schools better, we would like to introduce a well-run May 7 cadre school to everyone: the May 7 cadre school of the CCP Central Committee office.     

Policy Implementation must be Implemented Ideologically First

In his political report to the Ninth National Congress of the Party, Vice Chairman Lin pointed out: "With a view to continuing to launch the revolution in the sphere of the superstructure, it is necessary to implement Chairman Mao's various proletarian policies." "The main problem now is implementation." The working class must resolutely occupy the school battleground and successfully fight this battle of the educational revolution. Implementation of Chairman Mao's policy toward intellectuals is a very important question.     

The Unity of Teaching and Learning (1919)

Today people call those who teach in schools "teachers," and they call what they do "teaching," and they call the methods they use "teaching methods," as though teachers are people who do nothing but teach the students a little book learning. Apart from teaching, they seemingly have no other ability; apart from what is in books, they have nothing else to teach; and the students in this kind of school, apart from receiving instruction, have no other assignments. Teachers only concern themselves with teaching, and students only concern themselves with receiving instruction, as though the business of learning could be completely transacted by the act of teaching. If we are talking about names, such schools are of course "institutions of learning," but if we are discussing the reality, they are more like "institutions of teaching." This is because we have emphasized teaching too much. Without knowing it, we have caused teaching to become separated from learning, though learning and teaching really cannot be separated and should be united.     

Propagate and Build a Spiritual Civilization

The problem of building a socialist spiritual civilization is drawing the attention of the whole party and people across the country. In his "Speech Delivered at the Rally in Celebration of the Thirtieth Anniversary of the Founding of the People's Republic of China," Comrade Ye Jianying stated: "Simultaneous with our effort to build a high level of material civilization, we must raise the educational, scientific, and cultural levels as well as the health level of the whole nation, foster the lofty ideal of revolution, cultivate revolutionary ethics and customs, and develop a noble and colorful cultural life in an effort to build a high level of spiritual civilization." Comrade Deng Xiaoping also pointed out that the endeavor to build a socialist spiritual civilization "refers not only to education, science, and culture (this is totally necessary), but also to communist ideology, ideals, faith, ethics, discipline, revolutionary stand and principles, and the comradeship between man and man, etc." Their expositions expound in depth the content and major significance of building a high level of socialist spiritual civilization. As architects of socialist spiritual civilization, teachers should be more enthusiastic than others in responding to the party Central Committee's call to give wide publicity to and build conscientiously a high level of socialist spiritual civilization.     

Corruptness in Education

Chairman Mao teaches us that "sending the masses of cadres to do manual labor gives them an excellent opportunity to renew their study." In response to Chairman Mao's great call, vast numbers of cadres throughout the country are now renewing their study either by being sent down to do manual labor or by taking part in collective productive labor while still holding office. It is our wish that all these cadres will write about their understanding of study renewal so that they can exchange experiences and promote the revolutionization of their ideology. The following three articles were written by a cadre in a "May 7" cadre school, a cadre who has settled down in a brigade, and an administrative cadre who persists in taking part in collective productive labor.     

“V＋tɑ＋个VP”中“tɑ”的语法性质——兼论“V＋tɑ_2＋个VP”构式的来源

＂V＋tɑ＋个VP＂是个口语性极强的构式,根据分析和论证,文章认为,其中的＂个＂是宾语标记,＂他＂是代词,前指实体成分时为tɑ1,后指＂个VP＂时为tɑ2,整个构式是一种特殊的双宾语构造。相对于tɑ1来说,tɑ2是一种虚化的表现形式,但tɑ2的＂虚化＂既符合其句法位置的要求,也保证了构式的韵律和谐。＂V＋tɑ2＋个VP＂是＂V＋个VP＂和＂V＋tɑ2＋NP＂两个表达式类推糅合的结果。     

New Hot Issues for China's University Students

There is a Chinese saying: "One cannot see the true face of the mountain when one is on the mountain." Thus, we believe that the university students in China may have a great desire to know how people overseas are judging them. The following article is reprinted from a Hong Kong newspaper. Here the author cited a number of statistics and viewpoints first published in the essay, "The University Student Phenomenon: A Barometer of Sensitivity" which was carried in the February 1989 issue of Daxuesheng (The university student). We suppose it can be counted as another incident of "transferring an export into the domestic market." We hope that this will elicit the readers' attention.     

伦理传统与学生发展——以“新基础教育”为例

以伦理为核心的中国传统文化对生活于其中的人们存在着潜移默化的影响,了解传统、利用传统、改良传统、传承传统,以此发展当代文化是教育实践与研究义不容辞的责任和使命。对此,由叶澜教授主持的"新基础教育"实验研究进行了有益尝试和深入探索。本文从"和"与学生品格发展、"关系"与学生活动设计、"管制"与学生自主性培养三个方面剖析了"新基础教育"的研究和实践思路。     

Working People's Struggle Against Confucius in Chinese History

"I take it no other people in the world know Confucius as well as the unlearned rabble in China do," said Lu Hsun in one of his essays entitled "Confucius in Modern China." Indeed, while the reactionary ruling classes exalted Confucius to incredible heights by honoring him with the awe-inspiring title "the sage" and accepting Confucianism as "the sage's way," the laboring people did quite the opposite — they called Confucius (whose name was Chiu and family name Kung) "Chiu the Robber" and dismissed Confucian canons as "bugaboo." These two different attitudes vividly reflect the fundamental antagonism in ideology between the toiling masses and the reactionary ruling classes.     

Be Revolutionary Education Workers

After my article entitled "How I Corrected Discrimination Against Workers' Children" was published in Chung-kuo fu-nu [Chinese Women] and Kuang-ming jih-pao [Kuang-ming Daily], I heard some comrades say: "The reason Yao P'ei-k'uan could do this is that she comes from a good family." I reflected seriously on the comment and found that it was only partly true. I have not always been lucky. As a matter of fact, I have had deviations and have learned my lessons. Now let me begin this article with why I chose to be a teacher.     

Bear in Mind the Party's Basic Line

The No. 2 Middle School of Shanghai Municipality was called Wu-pen Girl's Middle School before liberation. It is an old school with a history of more than seventy years. For seventeen years after liberation, it was under the rule of the revisionist line in education. Though it was run under the signboard of socialism, it pursued the same old road of "placing intellectual cultivation ahead of everything else" and "putting marks in command of study." The torrent of the Cultural Revolution purged the school of its filth and garbage and rekindled this old institution with revolutionary vitality. Inspired by Chairman Mao's great call that "there must be a revolution in education," the whole school has organized in recent years some 200 groups to study the works of Marxism-Leninism and Chairman Mao. Over 1,600 persons have taken part, accounting for more than 70 percent of the total number in the school. Teachers, students, and staff members have extensively participated in the class struggle in real life. During the Campaign to Criticize Lin Piao and Confucius and the movement to study the theory of proletarian dictatorship, they went to factories and the countryside to learn from the worker-peasant masses. Altogether they visited more than 180 industrial and agricultural units. In the sphere of teaching, they are traveling along an everwidening road of running the school with open doors. With continuously growing enthusiasm, the students study science and culture for the cause of revolution, and their ability to analyze and solve problems has been constantly enhanced. Mass sports activities have been vigorously unfolded in the school. Nineteen of our students were admitted to the Fifth Shanghai Municipal Games and two went on to enter the national games.     

The Ebb and Flow in Hamburg

The "input-output" debate, which Ralf Dahrendorf set into motion, will probably now receive new nourishment although Wilhelm Strobel deals here only with a seemingly local phenomenon: "The reformers in Hamburg are experiencing their 'input-output' Waterloo."     

Strive to Run "July 21" Workers' Universities Well : Chinese Communist Party Committee,Shanghai Municipal No. 1 Machine and Electrical Industry Bureau

More than six years have passed since the publication of Chairman Mao's brilliant "July 21" Directive. Chairman Mao stated: "It is still necessary to have universities; here I refer mainly to colleges of science and engineering. However, it is essential to shorten the length of schooling, revolutionize education, put proletarian politics in command, and take the road of the Shanghai Machine-Tool Plant in training technicians from among the workers. Students should be selected from among workers and peasants who have practical experience, and they should return to production after a few years of study." Chairman Mao's important directive addresses itself not only to the field of education but also to our socialist industrial enterprises and the working class. Guided by Chairman Mao's directive, school education has undergone a profound change during these six years, and factory-run education has developed greatly. The more we travel along the "July 21" road, the more it broadens.     

The politics of fear in the making of worlds

This paper revisits "the Menchú controversy" by examining the relationship between "truth", politics and fear in the "making of the worlds." The author argue that "Menchú controversy" can teach us a lot about how "truth" involves a politics of containment whereby "others" are contained by the judgment that they have failed the truth at the very moment that they challenge how some "truths" are given or become givens. Such judgments are not simply about reading the testimonios of others as "perjured", but also work to construct others as fearsome and threatening, such that the defence of truth becomes "a matter of life and death." To explore the role of fear in containing others, the author offers a reading of the Menchú controversy alongside the reception given to Sunera Thobani's speech in which she criticizes the United States' "war on terrorism." She shows how Thobani's speech is constructed as an act of terror because it calls into question the very "truths" that have justified the war, by showing that they rely on an ontological distinction between legitimate and illegitimate violence. The paper relates both the Menchú and Thobani cases to broader discourses of fear and anxiety that have circulated since September 11 2001 and argues that fear works to secure "truths" precisely through the narration of crisis or insecurity. Rather than considering fear as coming from within a subject, or as a characteristic of an object, the author suggests that fear works to effect the very boundaries between subjects and others, partly through the feeling that such boundaries have already been threatened by the presence of others. She also shows how fear operates as an affective economy of truth: fear slides between signs and sticks to bodies by constituting them as its objects. In making this argument, she shows how fear sticks to some bodies and not others. For example, the judgment that somebody "could be" a terrorist draws on past and affective associations that stick various signs (such as Muslim, fundamentalist, terrorist) together. At the same time, fear is reproduced precisely by the threat that such bodies "may pass (us) by." Such bodies become constructed as fearsome and as a threat to the very truths that are reified as "life itself." This paper hence shows how truth becomes an affective technique of containment in which the failure to contain is the justification of containment. The author concludes that if truth is a matter of containers and containment - about who or what gets contained to allow certain worlds to become given - then the risk taken by subaltern women, such as Rigoberta Menchú and Sunera Thobani, in speaking out against such truths is the risk of making an-other kind of world.     

The Beida Reform Follows the Example of "Peach Pickers" but Should Spend More Time "Planting Peach Trees"

Recently, air force students at the "May 7" Cadre School in Shenyang held a discussion meeting. With personal experience, they praised the wiseness and correctness of Chairman Mao's great directive to "send the masses of cadres to do manual labor." They talked at length of their experiences in seizing the "excellent opportunity" to temper themselves through labor and further raised their self-motivation for revolutionizing their ideology by "renewing study."