Educational Experimentation Empowering the Building of China’s Independent Knowledge System in Education: Historical Reflection,Connotative Interpretation,and Path Forward

Abstract

Building China’s independent knowledge system in education has become a new mission for contemporary educational scholars. Over the past century, Chinese education, as a result of the eastward spread of Western learning, has promoted educational development. However, it has simultaneously led to intellectual ossification in building China’s independent knowledge system, diminished China’s international discourse power in education, and diluted confidence in China’s own education and culture, thereby falling into a dilemma of academic dependency. To empower the building of China’s independent knowledge system in education through educational experimentation, it is essential to take root in Chinese reality, focus on the positivist paradigm, and value practice. To build China’s independent knowledge system in education, it is necessary for the researchers to ground themselves in fine traditional Chinese culture, transitioning from bringing in by drawing on foreign theories to going global through dialogue with the world. It is necessary to be guided by the spirit of educators, enhancing awareness that equally values practical action and academic research, thereby injecting new dynamics in building independent knowledge system. Additionally, educational experimentation is advised to be utilized as the operational mechanism, sublimating reflective theories from actions to form formidable forces empowering the building of China’s independent knowledge system in education.

Keywords

educational experimentation / Chinese education / independent knowledge system

RIGHTS & PERMISSIONS

Higher Education Press