Cultural Initiative and Persistence of Individual Teachers.docx

Cultural Initiative and Persistence of Individual Teachers.docx

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CulturalInitiativeandPersistenceofIndividualTeachers

CulturalInitiativeandPersistenceofIndividualTeachers

　　Abstract

　　Individualteachersaretheentitieswhichshapetheteachercultureandtheteacherculturalsystem.Theyarealsosubjectsthattransformtheteacherculture，sotheyhaveculturalinitiativeandawareness.However，theymightalsoimpedethedevelopmentoftheprogressiveteacherculturebycreatingtheout-fashionedteacherculture.Whentheculturalmodelofindividualteachershasnotyetbeensharedtheteachinggroup，individualteacherstransformthemselvesfromtheexplicitculturalcreatorstoan“invisibleme.”Therealizationofculturalpersistenceisanimportantaspectforthereconstructionoftheteacherculture.

　　Keywords：

Individualteachers；Culturalinitiative；Culturalpersistence

　　Zhang，S.Y.，&Zhu，D.Q.（2015）.CulturalInitiativeandPersistenceofIndividualTeachers.CanadianSocialScience，11（4），-0.Availablefrom：

http：

//

　　DOI：

http：

//dx.doi.org/10.3968/6752

　　INTRODUCTION

　　Cultureiscreatedanddevelopedbyhumans.Anyculturalformisfirstadvocatedbyindividuals.Asavaluesystemsharedbytheteachinggroup，theteacherculturecannotbeseparatedfromtheculturalabilitiesofindividualteachers.Individualteachersarebothcreatorsandguardsoftheteacherculture.Thus，theevolution，reformanddevelopmentoftheteacherculturereliesontheculturalinitiativeandawarenessofindividualteachers.Theinteriorculturalconventionalityistheprerequisitefortheinnovationorreconstructionoftheteacherculture.Nowadays，theteacherculturereconstructionhasbecomeanissueofgreatconcernforthecurrenteducationalreform.Toreconstructtheteacherculture，culturalinitiativeandpersistenceofindividualteachersisinevitable.Howshouldindividualteachersachieveculturalinnovation？

Fromtheperspectiveofindividualteachersasculturalsubjects，thispaperanalyzestheweakeningofindividualteachers’culturalabilities，pointsoutthepossibilityofindividualteachers’culturalpersistenceandencouragesindividualteacherstopersistintheirculturalqualities.

　　1.INDIVIDUALTEACHERS：

SUBJECTSOFTHETEACHCULTURE

　　Iftheculturalinitiativeofindividualteachersistheprerequisiteforindividualteachers’culturalawarenessandpersistence，areindividualteachersthesubjectsoftheteacherculture？

Whenissuesrelatedtoindividualsandsocialstructurearediscussedfromtheperspectiveofsocialculturalanthropology，“subject”and“initiative”areregardedastwoconceptscloselyrelatedtotheindividualawareness，individualbuildingabilityandabilitytoachievefreedomdegreefromtheexternaldecidingfactors.Itis“subject”whoacts，while“initiative”isthedrivingforcefortheaction.Individualbehaviorsareoftenpreciselyregulatedbythesocialstructure.Themomentindividualscometothisworld，theyjointhesocialstructureandlearnvarioussocialandculturalregulations，thustheirbehaviorsareafulldemonstrationofthesocialstructureoftheorganizationtheyarein（Rapport&Overing，2009，p.2）.Therefore，assubjects，individualsfirstsubjectivelyaccepttheculturalregulationsoftheirorganization.Second，assubjects，individualssubjectiveparticipateinculturalregulations.Ascognitiveentitieswithspecificintention，individualscreatesocialcultureororganizationculturebyinteractingwithorganizationsandotherindividuals.Thus，individualshavetheinitiativetocreateculture.Theyarethesubjectsofculturalcreation.Atschool，individualteachersaresubjectswhocreatetheteacherculture，sotheyhavetheinitiativetocreatetheteacherculture.Ontheonehand，theysubjectivelyreceivetheshapingoftheteachercultureandexpressthevaluesystemoftheteacherculture；ontheotherhand，theyactivelyparticipateinthecreationoftheteachercultureandbecomesubjectswhocreateortransformtheteacherculture.Therearethreeprogressivelayersastotheconceptofindividualteachersassubjectsoftheteacherculture，namely“shaper”“expresser”and“actor”.　　1.1Shaper

　　Astheshaperoftheteacherculture，individualteachersfirstactivelyacceptculturalrules.Individualteachershaveadualsocialroleinschoolorganizations.Ontheonehand，theyexistasindividualsintheschoolorganization.Whennovelteachersjoinaschoolorganization，theymustconformtotheschool’sculturalregulationssoastoholdtheirposition.Throughlearningtheseregulations，theyactivelyaccepttheschoolculture.Generallyspeaking，themorecomprehensivetheschoolregulatestheindividualteachers，thedeeperthenovelteacherscanintegratethemselvesinschool，thegreatertheircontributionstothesmoothrunningoftheschoolandthehigherthepossibilityisthatschoolcanrewardtheircontributions.Schoolshapesindividualteachersthroughaffirmingandencouragingteachers’behaviorstoexpresstheschoolculture，andmeetingtheirdemands.Theshapingprocessisnotpassivelybutactivelyacceptedbyindividuals.Ontheotherhand，individualteachersareanindependentsocialindividual.Theirvaluesystemmightnotbeinlinewiththatofschool.Whenteachers’individualvaluesystemconflictsthatoftheteachinggroup，butindividualteachersstillhavethedesiretomeettheirindividualvaluedemands，individualteacherswillactivelytransformtheoriginalteacherculture.Inotherwords，theimpetuscausedbyindividualdemandsistheimpetusforthedevelopmentoftheorganization.Whilereconcilingtheconflictsbetweenindividualandgroupculture，individualteachersnotonlyareshapedbytheteacherculture，butactivelytransformtheteacherculture.Theformerismoreobvious，thusmakingteachersbecomethe“expresser”oftheteacherculture.

　　1.2Expresser

　　Theteachercultureincludesassumptions，standards，institutions，valuesystemandbehaviorsystemforteachers.Itshouldbeexpressedbyteachers’language，behaviorsandinstitutions.Whenindividualteachersareshapedbytheteacherculture，theywillcontroltheirlanguageandbehaviorswithinthecultureframework.Theyevendecidewhattheyshouldtalkabout，whichteachingmethodandmanagementtheyshouldadopt，whichkindofpeopletheyshouldinteractwithandevenwhattheyshouldwearaccordingtotheidentityregulatedbytheteacherculture.Thus，individualteachersexpresstheteachercultureofaschoolafterjoiningit.

　　Individualteachersexpresstheteachercultureexplicitlyandimplicitly.Theexplicitexpressionmethodsincludeteachers’languageandmanners，suchasteachingmethods，interactionmethods，managementmethods，languageanddresscode.Theimplicitexpressionmethodsincludeassumptions，significance，valueorientationandfaithbehindteachers’implicitbehaviors.Bothmannersandlanguagedemonstrateassumptions，valueorientationandfaithsimpliedbytheteacherculture.Generallyspeaking，theexplicitandimplicitexpressionmethodsareintegral.Theimplicitexpressionsarebehindtheexplicitexpressions，whichcanberecognizedonlythroughtheanalysisofthelatter.Theseassumptions，valueorientationandfaithsaresharedbyindividualteachersthroughtheschoolculture’sguidanceofindividualteachers.Teachers’expressionoftheteachercultureisoftenanunconsciousandautomaticprocess.Despitethat，theirpreexistentexperiencesarenotalwaysinapassiveposition.Thesepreexistentexperienceshelpsubjectsreflectonandconstructnewexperiences.Inthisway，individualteachersexpresstheteachercultureandactivelyreflectit.Sometimes，theyevenrunintoconflictswiththecultureoftheteachinggroup.Thus，individualteachersnotonlyexpresstheteacherculture，butactasthesubjectbehindtheteacherculture.　　1.3Subject

　　Individualteachersarenotpassivelyshapedbyorexpresstheteacherculture，butgraduallyinteractwiththeorganizationthroughtheindividualsubjectivechoiceandintegratethemselveswiththeteacherculturethroughthereconciliationofconflictsandtheadjustmentofpsychologicalmechanism.“Cultureissharedthroughinteraction.”Schoolpromptsindividualteacherstoconformtothevaluesystemoftheteachinggroupbymeetingthedemandsoftheindividualteachers.Thisprovidesthepossibilityforthefullplayofindividualteachers’initiative.Beforeenteringaschool，individualteachershasalreadydevelopedaculturediagram.Thepreexistentculturediagrambecomesthebackgroundforthemtoreceivethenewschoolculture.Afterindividualteachersidentitythemselveswiththeschoolculture，theywillexpresstheculturethroughtheirownbehaviors.Ontheotherhand，ifindividualteachersdonotidentifythemselveswithsomeassumptions，valueorientationandfaithsoftheschoolculture，individualteachersmightbereservedorevenresistanttotheschoolculture，ortheymightsubmitthemselvestotheschoolculture.Underalltheabovesituations，individualteachersinevitablybecomethesubjectoftheteacherculture.“Individualskeeprecreatingtheirsignificance，perception，evaluationandbehaviors；theydenytheessenceoftheircreationsandreshapethem.Theyseemtobe‘reality’surroundedbytheobjectivehistoricalandsocialculture，buttheycanstilltranscendthecrueltyof‘reality’andovercomethecoreofthingsbybelievinginthepossibilityofpersistentsignificance.Thegivenpossibility（inthestructure）andthepossibilitywhichisapartoftheindividuallifeinfluenceeachother.Theindividualexperiencescannotbesimplifiedasobjectivedefinitiveness.”Individualhumansareactiveparticipatorsinthisworl