MEET JING LIN
Dr. Jing Lin is professor of international education policy at University of Maryland, College Park. She received her doctoral degree from University of Michigan (Ann Arbor) in 1990. Jing Lin has done extensive research on Chinese education, culture and society. In particular, she has systematically studied social changes in China and educational reforms undergoing in that country since 1978. She is the author of four books on Chinese education: The Red Guard’s Path to Violence (1991), Education in Post-Mao China (1993), The Opening of the Chinese Mind (1994), and Social Transformation and Private Education in China (1999). Her fifth book related to Chinese education, is entitled Portraits of 21st Century Chinese Universities: In the Move to Mass Higher Education, co-edited by Ruth Hayhoe, Jun Li, Jing Lin, and Qiang Zha. This book is based on her current research with a group of colleague on higher education expansion and the pursuit of world class excellence in China, focusing on policies, civil society and dialogues of culture in the process of change.
Jing Lin’s research and teaching also concentrate on peace education, environmental education, and spirituality education. She published Love, Peace and Wisdom in Education: Vision for Education in the 21st Century in 2006, and a book she co-edits, entitled Educators as Peace Makers: Transforming Education for Global Peace, appears in 2008. Jing Lin further co-edits two book series, one on Peace Education, and another on Transforming Education for the Future, both published by Information Age Publishing.
Read chapter 3 of Jing Lin’s book, Love, Peace, and Wisdom in Education: A Vision for Education in the 21st Century. In it she writes about how schools can reconstruct themselves so that “the school, school goals, curriculum, teacher-student relationships to [can] be transformed to make children learning to love and care the central theme of education.”
“Children are born with the energy and ability to love. In this regard, schools should start with affirming children’s good nature and propensities to love, care, respect, and connect with all beings and creatures in the universe. A new pedagogy needs to be put in place that sees schools as the site for teaching love for family, community, the global world, and all existences in the universe. Education should empower students with habits and skills to bring peace and joy to their own lives and to others’ lives” (Lin, 23).
Reflection Question: Is this kind of “reconstruction” feasible, realistic, or even desirable at the school where you teach or at the high school that you attended? If so, what would be the first steps in beginning this reconstruction? If not, why not?