ICI Huaxia Curriculum Forum Issue 176 ║ Professors Yu Tianlong and Others Deliver a Series of Reports on "The Certainty and Uncertainty of Educational Value Choices"

On the afternoon of January 12, 2025, Professor Yu Tianlong from the Department of Educational Leadership at Southern Illinois University, Research Fellow Tang Yan from the Institute of Moral Education at Nanjing Normal University, Professor Tang Hanwei from the Department of Education at East China Normal University, and Jia Yuchao, Editor-in-Chief and Executive Editor of *China Distance Education*, were guests at the 176th issue of the Huaxia Curriculum Forum. Together with Professor Gao Defeng and Associate Professor Shi Yuchen, Assistant Director of the Curriculum and Instruction Research Institute at East China Normal University, they delivered a series of reports and engaged in discussions around the theme of "The Certainty and Uncertainty of Educational Value Choices," offering faculty and students an exciting academic feast. The forum was moderated by Associate Professor Shi Yuchen.

1.    Report Highlights

Professor Yu Tianlong began with a report titled *"Trump 2.0 and the Direction of U.S. Educational Policy,"* analyzing the potential impacts of the Trump administration's policies on American education. First, in higher education, the liberal and elitist tendencies of universities will be weakened to some extent, university finances will be affected within certain limits, and the negative impacts on international student education are expected to continue. Second, in K-12 education, the Trump administration is likely to implement more controversial policies such as universal school choice, the repeal of multi-gender protections, and the revitalization of parental rights. In terms of scope, major changes will primarily occur in Republican states. Third, there is a possibility that the Trump administration may dissolve the U.S. Department of Education. While it remains unclear whether this policy will be implemented, historical precedent suggests that closing the Department of Education is not impossible.

Professor Gao Defeng delivered a report titled *"The Crisis of Individuality in Our Times and Its Encounter with Education—Reflections on the Transformation of Eduction for Individuality."* He explored the crisis facing individuality and its cultivation in contemporary times and envisioned pathways for educational transformation. The report pointed out that the replacement of multiplicity by unified rationality, the shaping of homogeneous social character by economic rationality, and the acceleration of mechanization through science and technology have all led to a profound crisis for individuality. The report also examined the concept of individuality from multiple dimensions: First, the definition of individuality intertwines first-person and third-person perspectives—the former serving as the subjective foundation for the formation of individuality, and the latter as its objective reference. Second, individuality refers not only to uniqueness as difference but also to uniqueness as irreplaceability. Third, the formation of individuality is both subjective and dynamic, requiring individuals to actively engage with others and pursue their passions while also relying on public spaces and participation from others.

Associate Professor Tang Yan presented a report titled *"Telling Stories of Justice: A Poetic Approach to Moral Education Research."* Using *"Socrates' Story of Justice"* as a case study, she presented three versions of the story to explore a poetic (or poetic education) pathway for cultivating justice. Version one featured a story narrated by "an AI." Version two followed a chronological narrative by the researcher: before the trial, Socrates met and conversed with Euthyphro outside the courtroom; during the trial, Socrates defended himself before the Athenian public; two days before his execution, Socrates rejected Crito's plan to rescue him; and on the day of his execution, Socrates engaged in final conversations with his friends, hoping to cleanse his sins before departing. Version three presented the researcher's alternative narrative thread—a philosophical autobiography of Socrates as depicted by Plato, exploring the possibilities of self-reflection, self-awareness, the ability to "admit mistakes," and holding correct opinions about action.

Associate Professor Shi Yuchen delivered a report titled *"Returning to the Complexity of Real Life: Multivalue Discussions in Issue-Based Teaching,"* examining the effectiveness of issue-based teaching in fostering higher-order thinking among students. The report emphasized that the real life moral education seeks to return to is complex, and returning to real life essentially means returning to value conflicts. Reflecting on the complexity of real life highlights the distinctiveness of school moral education, which aims to purposefully, systematically, and continuously cultivate higher-order thinking so that students can make reasonable judgments and take appropriate actions in a complex, conflict-ridden world. The report then shared case studies of issue-based teaching conducted in collaboration with frontline educators. Finally, the report reiterated the importance of focusing on cognitive and intellectual development in school education.

2.    Discussion and Commentary

During the discussion session, Editor-in-Chief Jia Yuchao and Professor Tang Hanwei offered comments on the four reports. Jia Yuchao highlighted that the seminar addressed a significant contemporary issue and suggested further exploration into questions such as the value principles guiding value choices, the moral foundations of pluralism, and the boundaries between respect and support.

Professor Tang Hanwei noted that in the digital and intelligent age, the certainty and uncertainty of values remain core issues in education. He proposed that the direction of U.S. educational policy could also be analyzed from a historical perspective.

The forum concluded amid lively discussions and a convivial atmosphere, with anticipation for future academic exchanges and intellectual debates on educational value choices.