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| The Intrinsic Scale of Educational Progress |
| Wang Zhankui |
| Department of Education， East China Normal University， Shanghai 200062 |
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Abstract As an inner subsystem included in the whole social system， education not only plays a very crucial social roles but also concerning the value and dignity of a person. While for so long people was accustomed to regarding education as just the tool for economic， political， and social development， and following their standards to judge education’s own development， without thinking about the ontological value of education and the inner scale of educational progress. Actually， the ontological value has logical precedence. Therefore， this article argues that the intrinsic scale of educational progress should always focus on “the development of modern personality” and watching out for the arrogation， substitution or masking of this “intrinsic scale” by the “outer scales” from other social systems at all time. Concretely speaking， the intrinsic scale of educational progress includes three aspects as follow： (1)on the public opinion level， relative to the outer discourse mode from other social systems， the intrinsic scale of educational progress is firstly reflected in the endogenous force of professional discourse about educational progress and its leadership of other social fields； (2)on the educational evaluation level， in addition to the outer condition of fund input， building area， decoration style， and informationized degree， the intrinsic scale of educational progress especially stresses on the working intention， interpersonal atmosphere， emotional experience， and life quality， as well as the comprehension， trust and support of parents and society to schooling value and teacher’s work； (3) on the level of educational goals， relative to the outer scale of winning rate， enrolment rate， employment rate， the intrinsic scale of educational progress concerns more about modern citizen’s spiritual personality， which lays a foundation for the formation of modern society and modern state. Only then may we prevent the outer scales from arrogating， substituting or masking the learners subjective will and personality developmental periodicity， and then may we effectively change the abnormal phenomena such as many-sided “overstrain” and “early-maturing” which are caused by “the deprived development” and “the transcendental training ” in modern educational life.
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Received: 20 September 2018
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2018, Vol. 57 
