Abstract:

Amid intensifying global competition for academic discourse power, Chinese education scholars face a strategic imperative: communicating China’s educational narratives and innovating indigenous knowledge production paradigms to transcend “dependent knowledge creation.” Jing Zhou from Fujian Normal University and Jun Li, President of the Chinese Education Association, engaged in a dialogue focusing on educational narrative dissemination, the nexus between narrative and knowledge production, and pathways for emerging interdisciplinary development, reaching profound consensus. Jun Li emphasized that authentically communicating China’s educational stories requires respecting narrative diversity among stakeholders and adhering to the principle of “listening before speaking” alongside the JTB (truth, belief, justification) framework. His practice in constructing an autonomous knowledge system follows the pathway of “educational narrative→knowledge production→disciplinary development.” He proposed institutionalizing disciplines, cultivating international academic influence, and fostering cross-cultural scholarly communities to transform China’s educational experience into a discipline with both local distinctiveness and global relevance, thereby contributing to an independent pedagogical knowledge system.

Key words: Chinese educational narratives, autonomous knowledge system, civilizational mutual learning, educational improvement science, knowledge production