Tính Chất, Nguyên Lý Giáo Dục Là Gì ? Nguyên Lý Giáo Dục Và Hệ Thống Giáo Dục Quốc Dân
TTO – Vietnam’s educational philosophy, according to many people, is not clearly seen in both the current and newly issued educational programs.
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Vietnam’s educational philosophy still has a lot of debates and opinions that, according to the Minister of Education and Training, there may be a referendum. In the photo: students at Tran Binh Trong Primary School (District 5, Ho Chi Minh City) – Photo: NHU HUNG
Tuoi Tre noted the opinions of participants in the seminar “Educational philosophy and educational philosophy in the revised Law on Education” that was just held.
Identify the philosophy of education in Vietnam
Assoc. Prof. Dr. Dang Quoc Bao, former director of the Academy of Education Management, said that the core principles of education are: Nationality/Democracy – Humanity – Modernity/Creativity. This is a principle distilled from President Ho Chi Minh’s teachings on the national education system, teacher-student relationship, personality cultivation…
Professor Ho Ngoc Dai said that today’s educational philosophy is “cooperation”. It is a cooperative relationship between school – society, school – family, teacher – student, teacher – teacher, student – student. And when they cooperate, they must follow the principle of agreement, no one imposes anyone.
Meanwhile, Dr. Giap Van Duong, principal of Vietschool, expressed his opinion that a simple philosophy and purpose should be pursued rather than a không tính tiền man.
According to Dr. Duong, in education, students and teachers must have access to different sources and reference materials, first of all in many different sets of textbooks in circulation. The exam then becomes a measure for the maturity of the learners, most importantly the maturity in thinking, reflected in their independent thinking ability.
At the above discussion, some educators said that the educational philosophy should not be defined too briefly. “Educational philosophy is the goal to solve the educational problems that are posed” – Dr. Nguyen Tung Lam said the relatively unified opinion of many experts on this issue after discussing and criticizing. .
Prof. Doctor of Science Tran Ngoc Them – head of the research project “Vietnamese educational philosophy: from tradition to modernity” – said that the concept of educational philosophy consists of five elements. In which the educational mission is the root element, the educational objective is the central and core element that directly governs the remaining three components: educational content, educational methods and educational principles.
Should or should not be included in the law?
Dr. Pham Do Nhat Tien, former assistant minister of the Ministry of Education and Training, denied the idea that Vietnam does not have an educational philosophy because “Vietnam’s education is still moving under the guidance of an educational philosophy, representing expressed through explicit statements about the mission, goals, and principles of education”.
According to Mr. Tien, Vietnam’s educational philosophy has been moving along with the country’s socio-economic progress, is specified in the Party’s guiding views on educational development and institutionalized in the legal documents, from the Education Law 1998 to the 2005 Education Law, the Higher Education Law 2012, the Vocational Education Law 2014.
Prof. Doctor of Science Tran Ngoc Them said that in general, countries do not clearly state their educational philosophy in their laws, but in addition to the purpose, education laws often provide provisions on other important elements of the philosophy. education as goals and principles, in which goals are always the most common occurrence.
Mr. Nguyen Minh Thuyet, Editor-in-Chief of the New General Education Program, also shared that when developing the program, he consulted countries and found that there was no program with a section on educational philosophy, but only in the section on educational philosophy. goals and views on program implementation.
But representing the generation of young researchers in the field of education, Mr. Nguyen Quoc Vuong – lecturer in the history department of Hanoi National University of Education, author of the book Searching for Vietnamese educational philosophy (Knowledge Publishing House, 2017) ) – again invokes the Japanese educational philosophy expressed in the basic education law with the title Purpose and philosophy of education.
“Educational philosophy consists of two main parts: the image of people dreaming (the people that education wants to create) and the future society that people dream of (the society that people dream about will create, protect and protect). ).
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There, the educational philosophy is expressed through the image of a society dreaming of being identified as a “peaceful country – democracy” and people dreaming of being a “healthy nation both physically and mentally, at the same time.” have all the necessary qualifications as a master of society – a peaceful and democratic nation”.
What is the philosophy, how is the program design
In the text of comments on the revised Law on Higher Education, the Association of Universities and Colleges of Vietnam twice proposed to add Chapter 1 of the law on philosophy of higher education. According to the association’s explanation, this addition is necessary because “it is necessary to express the official views of the Party and State on higher education to unify the orientation for the development of higher education in Vietnam”.
In response to this recommendation, the National Assembly’s Committee on Culture, Education, Youth, Adolescents and Children said that educational philosophy in general and higher education philosophy in particular is “a concept that has a lot of controversy. controversial, there is no consensus” even in the scientific research world.
However, the committee determined that this content “will be one of the topics of interest, chosen to organize the next conferences and seminars of the committee to discuss thoroughly, create consensus, consensus in public opinion and in academia before codification when comprehensively amending the Law on Higher Education”.
On January 7, talking with Tuoi Tre, Dr. Le Viet Khuyen – Association of Universities and Colleges of Vietnam – affirmed that it is necessary to build an educational philosophy for education to develop more coherently. “Educational philosophy must be short and concise to be sustainable, and if it goes on long, the development direction is very vague” – Mr. Khuyen said.
Khuyen cites that UNESCO has identified the spirit of “lifelong learning” along with four educational pillars including: “Learning to know, learning to work, learning to live together and learning to assert yourself”. This is considered an educational philosophy that is suitable for the education of many countries around the world.
However, at present, university training is following the trend of “learning to get a job”, many schools are gradually cutting the content of general education, gradually increasing the content of vocational training. “But if we follow the philosophy of comprehensive human development, the structure and content of the program will have to be different” – Mr. Khuyen analyzed.
According to Mr. Khuyen, if establishing a philosophy, special attention should be paid to the new requirement for higher education, which is mass.
A referendum is possible
The Ministry of Education and Training will listen, filter comments and discuss carefully. There will probably be referendums on the philosophy of education and how to put the philosophy of education into law. Educational philosophy can be wrapped in 5-10 words, but clearly shows the educational problem that will have to be solved and directed.
Minister of Education and Training
Phung Xuan Nha
The philosophy of education has not been named yet
Although the phrase “educational philosophy” has not yet appeared in documents related to education, Vietnam has in fact established an educational philosophy.
But the trouble and complexity in Vietnam is that while expressing and implementing educational philosophy, both administrators and teachers do not name or indicate what that educational philosophy is, its role like that. for the entire education system.
Therefore, when looking at Vietnamese education, people will both see the presence of educational philosophy and … not see it clearly. As a result, confusion manifests itself in both theory and practice.
To be fair, there are many educational problems facing Vietnam in the world. For example, in Japan, there is still bullying at school, there is a phenomenon of students refusing to go to school… But the comprehensive and dense appearance of problems in schools raises questions about the source of the problems.
When we want to comprehensively correct the problems of education, it is natural to ask the question of “direction” – i.e. philosophy – because it governs all subsequent work of education from the administrative organization. , school structure to program content, textbooks, methods…
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Looking back at this issue in the current context is extremely necessary because without clarifying the destination of education, the ideal future of education, educators will easily get the numbers. achievement) to justify educational purposes.
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