The Necessary Path of Education: The Virtuous Pedagogical Cycle and Its Implications for Contemporary Practice

Abstract

This paper explores the "virtuous pedagogical cycle" - a conceptual framework derived by Chinese educator Gan Guoxiang from Vasyl Sukhomlinsky's educational writings - and examines its six constituent pedagogical laws. Drawing on Sukhomlinsky's Advice to Teachers (Suggestion No. 81), the analysis elucidates how the interplay between overcoming difficulty, achieving success, and developing inner dignity constitutes a self-reinforcing cycle underpinning holistic student development. Theoretical perspectives from Adler's individual psychology and achievement motivation theory (Atkinson and McClelland) situate the cycle within broader educational psychology discourses. Each law is examined in detail, with attention to implications for classroom practice in the context of China's Core Competencies reform (2014). The analysis suggests that the virtuous pedagogical cycle offers educators a theoretically grounded framework for designing learning experiences that cultivate self-esteem, agency, and a sustained desire to learn.

Keywords

• pedagogical cycle
• Sukhomlinsky
• self-esteem
• achievement motivation
• Core Competencies
• holistic education
• dignity

References

1. Gan, G. (2003). Education and Life: Interpretations of Sukhomlinsky's Educational Thoughts. Beijing: Educational Science Publishing House. [Chinese]
2. Sukhomlinsky, V. A. (1981). Advice to Teachers. Moscow: Prosveshcheniye Publishers. [Russian]
3. Adler, A. (1927). The Practice and Theory of Individual Psychology. London: Routledge.
4. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359-372.
5. McClelland, D. C. (1961). The Achieving Society. Princeton, NJ: Van Nostrand.
6. Weiner, B. (1974). Achievement Motivation and Attribution Theory. Morristown, NJ: General Learning Press.