Abstract:

The emerging of top-notch creative talents in natural sciences is the main topic in China today. Whether its philosophical foundation and key points can be revealed is related to the transformation of educational concepts and the orientation of educational practice. This thesis also concerns the essence of the “Double Reduction” policy that has not yet been grasped. In “The Structure of Scientific Revolutions” and Kuhn’s series of discourses, the relationship between paradigm, teaching and learning is the essence of science education in the normal science era. Inappropriate teaching and learning form a paradigm trap in the mind of students. The paradigm trap, as a metaphor, is highly similar to Heidegger’s “covering-up” metaphor, although different, but awakening each other. Textbooks in teaching and learning use “true” text and language to form a covering up which is similar to a “trap” in the sense of being buried over. The covering up itself in the sense of distortion makes anomaly difficult to “see” and discover, and the difficulty of conversion highlights the characteristic of paradigm traps as “traps”. In Heidegger’s view, the essence of truth reveals itself as freedom, that is, freedom that is not covered up by old paradigms, or freedom that is not trapped in paradigm. “Double Reduction” as the English translation of 双减 reveals the subtle light and lichtung that were once hidden in the concept of 双减. The metaphor opposite to the covering up is lichtung. It is the philosophical foundation to lighten the quantity of structured learning/the required credit units for graduation and the “Double Reduction” policy. Lichtung and freedom are the philosophical foundation and the key point to the emerging of truth and creative talents in the field of natural sciences. The whole nation must always regard the lichtung and freedom that students possess in the (old) paradigm and in the constantly growing knowledge and technology as treasures. This article is an attempt to connect Kuhn and Heidegger.

Key words: the Double Reduction Policy, creative talents, science education, Qian Xuesen’ Question, scientific revolution, paradigm, Martin Heidegger