抄録
The theory of educational relationships is one of the important
themes in philosophy of education. The term “relationships,” however,
has become a stereotype that conceals the question of who really is the
“subject/agent” of education. In 2010, China launched a new national
policy of education reform, which emphasized the subjectivity/agency of
both students and teachers. Since then there has been much discussion
in Chinese philosophy of education of how the subjectivity of students
and that of teachers should be related to each other in education. One
of the interesting differences between Japanese and Chinese theories is
that the Marxist concept of “subjectivity” still plays an important part
in Chinese thinking.
This paper reviews and analyzes three typical theories of educational
relationships in contemporary Chinese philosophy of education,
all of which are based on the Marxist concepts of “subjectivity” and
“inter-subjectivity.” In particular, it asks how Marxism and modern
Western thought are connected to each other in these three theories.
Feng Jian Jun, whose theory is based exclusively on Marx’s concept
of “species-subject,” argues that the relationship between student and
teacher is twofold: on the one hand, students are the object of teachers’
educational activities; on the other hand, both students and teachers are
subjects/agents who use the same educational materials. Liu Jian Hua
interprets Marx’s concept of “commerce” through the lens of Habermas’s
theory of communicative action, and mainly highlights the “subjectsubject”
relationship between teacher and student who share the same
objects. Yan Cong Gen compares the Marxist concept of “inter-subjectivity”
with those of modern Western thinkers, elucidating that there are three
types of educational relationships: “subject-object,” “subject-objectsubject,”
and “subject-subject.”
These three theories provide us with models of educational relationships which enable us to consider key factors in education such as
practice, body, and objectivity, illustrating the potential of the Marxist
concepts of “subjectivity” and “inter-subjectivity” in philosophy of education.
https://ror.org/05kzadn81 
