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Seeking the Essence of Pedagogy

What is pedagogy? This would seem to be a self-evident question. Whether we are conducting research or engaging in education work, we cannot evade this question. However, many pedagogical researchers and practitioners find it difficult to give a satisfactory reply. Is that because pedagogy is too deep and profound, scholars too self-effacing, or educators too ignorant? We have been using scientific/humanistic, empirical/theoretical methods to seek answers in such questions as the subjects, methods, and tasks of pedagogy. China's pedagogy has indeed fallen into a quandary. After many years of arduous struggle, pedagogical circles have yet to find a way out and to recover pedagogy's self-respect. I maintain that we need to walk out of the narrow confines of pedagogy, view pedagogy from outside, and conduct a thorough self-examination. That is to say, we should not worry about educational systems and frameworks or concern ourselves about the authority and dignity of educationists when seeking the essence of pedagogy. In this article, I intend to do my best to elucidate the state of pedagogy, propose a thorough re-examination of pedagogy, and submit an innovative line of thinking on the essence of research.