Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory

Fanqin Meng; Ruiyi Wu

doi:doi:10.11648/j.her.20220706.18

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Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory

Fanqin Meng, Ruiyi Wu

Published in Higher Education Research (Volume 7, Issue 6)

Received: 24 November 2022 Accepted: 12 December 2022 Published: 27 December 2022

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Abstract

Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.

Published in	Higher Education Research (Volume 7, Issue 6)
DOI	10.11648/j.her.20220706.18
Page(s)	231-236
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Teacher-Student Relationship, Intersubjectivity, Student-Centered

References

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Fanqin Meng, Ruiyi Wu. (2022). Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. Higher Education Research, 7(6), 231-236. https://doi.org/10.11648/j.her.20220706.18

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Fanqin Meng; Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High. Educ. Res. 2022, 7(6), 231-236. doi: 10.11648/j.her.20220706.18

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AMA Style

Fanqin Meng, Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High Educ Res. 2022;7(6):231-236. doi: 10.11648/j.her.20220706.18

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@article{10.11648/j.her.20220706.18,
  author = {Fanqin Meng and Ruiyi Wu},
  title = {Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory},
  journal = {Higher Education Research},
  volume = {7},
  number = {6},
  pages = {231-236},
  doi = {10.11648/j.her.20220706.18},
  url = {https://doi.org/10.11648/j.her.20220706.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220706.18},
  abstract = {Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.},
 year = {2022}
}

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TY  - JOUR
T1  - Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory
AU  - Fanqin Meng
AU  - Ruiyi Wu
Y1  - 2022/12/27
PY  - 2022
N1  - https://doi.org/10.11648/j.her.20220706.18
DO  - 10.11648/j.her.20220706.18
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 231
EP  - 236
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20220706.18
AB  - Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.
VL  - 7
IS  - 6
ER  -

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Author Information

Fanqin Meng

School of Marxism, Guangxi University of Chinese Medicine, Nanning, China
Ruiyi Wu

Education Science College, Luoyang Normal University, Luoyang, China

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Plain Text BibTeX RIS

APA Style

Fanqin Meng, Ruiyi Wu. (2022). Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. Higher Education Research, 7(6), 231-236. https://doi.org/10.11648/j.her.20220706.18

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ACS Style

Fanqin Meng; Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High. Educ. Res. 2022, 7(6), 231-236. doi: 10.11648/j.her.20220706.18

Copy | Download

AMA Style

Fanqin Meng, Ruiyi Wu. Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory. High Educ Res. 2022;7(6):231-236. doi: 10.11648/j.her.20220706.18

Copy | Download

@article{10.11648/j.her.20220706.18,
  author = {Fanqin Meng and Ruiyi Wu},
  title = {Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory},
  journal = {Higher Education Research},
  volume = {7},
  number = {6},
  pages = {231-236},
  doi = {10.11648/j.her.20220706.18},
  url = {https://doi.org/10.11648/j.her.20220706.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220706.18},
  abstract = {Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Reconstruct the Teacher-Student Relationship Based on Intersubjectivity Theory
AU  - Fanqin Meng
AU  - Ruiyi Wu
Y1  - 2022/12/27
PY  - 2022
N1  - https://doi.org/10.11648/j.her.20220706.18
DO  - 10.11648/j.her.20220706.18
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 231
EP  - 236
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20220706.18
AB  - Human beings are a relational existence, and the order of relations between teachers and students is the reflection of subject-object philosophical concepts in educational life, and is the logical premise of "student-centered" education and teaching reform. The first nature of teacher-student relationship is interpersonal relationship, which not only has the commonality of general relationships, but also has its own particularity because of its unique position in the field of education and teaching. The regulations on the order of teacher-student relations directly restrict the effectiveness of educational and teaching activities. The traditional paradigm of teacher-student relationship order highlights "teacher-centeredness" or "child-centeredness", which places teachers and students in a one-way model of duality and opposition, which often breeds disadvantages such as confrontation, conflict, and hegemony. At present, under the background of "student-centered" education and teaching reform, due to the lack of effective balance between students' subjective status and teachers' rational authority, the teacher-student relationship order still has drawbacks such as one-way interaction, behavioral utilitarianism, emotional indifference, and inter-interpersonal antagonism. This study attempts to take the theory of intersubjectivity as the logical starting point and attempts to reconstruct a new paradigm of teacher-student relationship order with equality as the primary premise, understanding as the core connotation, dialogue as the path, respect as the fundamental guarantee, and empathy as the value implication, in order to provide guidance for the "student-centered" education and teaching reform in the new era of China.
VL  - 7
IS  - 6
ER  -

Copy | Download