Abstract:

The construction of an independent knowledge system of educational jurisprudence in China is a major academic proposition, arising from the deep integration of China’s educational rule-of-law practices with the development of the discipline itself. Understanding this proposition requires starting from both historical inevitability and realistic motivations, thereby addressing the fundamental question: why must it be independent? Independence represents the intrinsic unity of autonomy and localization. The independence of educational jurisprudence as a discipline is embodied within the process of localization, and ultimately achieved through the realization of localization as their inner unity. In the construction of an independent knowledge system of educational jurisprudence, “real problems” in China’s educational practice should serve as the primary materials, while the “core propositions” distilled from them serve as the direct materials. Therefore, the construction of such a knowledge system must respond to China’s real problems and integrate into China’s cultural context. At the same time, this is a dynamic developmental process that requires both self-reflection within the knowledge system and critical reflection that transcends it, so as to continuously advance toward refinement and maturity.

Key words: educational jurisprudence, independent knowledge system, disciplinary independence, localization, Chinese characteristics