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| Educational Kung Fu: A Fundamental Concept for Constructing An Autonomous Knowledge System in Pedagogy |
| ZHANG Xiang-yun1, DENG Sa2 |
1. Faculty of Education of Shenzhen University,Shenzhen, Guangdong, 518060;
2. School of Education, South China Normal University ,Guangzhou, Guangdong, 510635 |
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Abstract The Educational Kung Fu is a teaching and nurturing ability and Kung Fu developed by the subject in educational practice. It takes the cultivation of embodied nature as the foundation, the practice of teacher-student relationships as the field, the generation of “cross subjectivity” ability as the core, and the goal of achieving “becoming oneself” and “becoming an adult”. The Educational Kung Fu is rooted in the Ontology Kung Fu theory of traditional Chinese philosophy, aiming to respond to the fundamental issue of education in the era of digital intelligence: how to achieve an educational realm that unifies “becoming oneself” and “becoming an adult” in the teacher-student “relational practice” that technology cannot and should not replace. On the one hand, it inherits the embodiment, generativity, and irreplaceability of the Ontology Kung Fu on the path of individual “becoming oneself”; on the other hand, it goes beyond its single focus on individual dimensions and expands its perspective to the field of teacher-student relationships, pointing towards the generation and acculturation of “cross subjectivity”, thereby achieving the internal connectivity of “becoming oneself” and “becoming an adult” in the educational process. The Educational Kung Fu is not only the inner soul that integrates teaching methods, and technical means, but also the objective existence that enhances the value of teaching and academic research, and the comprehensive educational literacy the encompasses instrumental rationality and value rationality. Theoretically, the Educational Kung Fu have created a Chinese and autonomous connotation in the construction of the discipline of education, establishing the core paradigm of the “Humanistic Reasoning” in pedagogy; In practice, it guides educators to return to “relational practice”, advocates a research style of “leading by example”,promotes the deep construction of Chinese educational discourse, and anchors humanistic coordinates for education in the wave of digitalization, thus returning education to the eternal mission of “making people become human”.
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Received: 15 January 2026
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2026, Vol. 43 
