Zhao, Heling. English translation by Xie, Bangxiu. "Contemporary Porcess Philosophy and China's Education Thought-Curriculum and Instruction from the viewpoints of Three Kinds of Philosophy." 7th International Whitehead Conference: "Process, Religion, and Society." Janurary 5-6, 2009. Christ University, Bangalore, Karnataka, India.

Abstract

The core issue of reform in education practice is that of school curriculum and instruction. Taking a panoramic view of the theoretical research and the practical development and changes of contemporary Chinese curriculum and instruction, we can see that it is often, obviously or covertly, associated with certain kinds of thoughts or ideas. In other words, it often happens on the basis of certain current philosophical ideas. There are three kinds [of] philosophical ideas that have laid influence upon contemporary Chinese curriculum and instruction, which are traditional philosophy, the systems philosophy and post-modern philosophy. While sorting out the theoretical research of Chinese curriculum and instruction influenced by the three kinds of philosophical ideas, and pointing out its contributions and defects, this thesis is to place special emphasis on Whitehead’s metaphysical cosmology and on the significance of contemporary process philosophy to the theoretical research of curriculum and instruction. On this basis, the thesis will re-interpret the issue of the theoretical foundation of activity teaching.

教育实践的变革核心问题是学校课程与数学问题。纵观当代中国的课程与教学理论研究的实践的发展和变革，或明，或暗总是与一定的思想，理念相联系，换言之， 总 是在一定的哲学思潮背景下发生的。影响当代中国课程与数学的哲学思潮可以概括为三种：传统哲学，系统哲学和后现代哲学。本文将对三种哲学思潮影响下的中国 课程与数学理论研究作出梳理，指出其贡献和不足。重点则在于阐述怀特海的形而上学宇宙观和当代过程哲学对课程与教学理论研究的意义。在些基础上，对活动数 学的理论基础问题做出新的阐释。