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any discipline has a few schools of thought but many sects. when the truth, objectivity, and sublimity of academic research are suspended, the industry characteristics of academic research as a social activity become increasingly prominent, and the "business" characteristics of the academic industry, especially in the humanities and social sciences, become increasingly obvious. if scholars want to make a name for themselves in this academic arena, they usually do a good job of "forming alliances" at the upper and middle levels, and then do a good job of "building sects" at the middle and lower levels.

the relationship between teachers and students in the academic industry can be roughly summarized into four types:

1. direct lineage relationship. this is mainly the relationship between the tutor and his or her phd and master students. if the tutor is from a famous academic institution, he or she may also receive some visiting scholars every year. young visiting scholars are generally regarded as students.

(ii) academic system and teacher-student relationship. generally speaking, all teachers and graduate students in the same school and subject have an institutional teacher-student relationship. the premise for confirming the relationship lies mainly on the teacher's side. a teacher with a big enough reputation and sufficient academic resources can automatically attract all non-direct students in the same subject without saying anything. in the era of zhong jingwen, all folklorists who graduated or studied at beijing normal university, no matter who specifically guided them, must call themselves "zhong jingwen's students" to the outside world. this is also the case in japan. before fukuda asao retired, most of the folklore graduates from kanagawa university would claim to be "fukuda's students" to the outside world.

(iii) fictitious master-disciple relationship. this mainly refers to the master-disciple relationship confirmed through social rituals, similar to the relationship between ancient masters and students. for example, the relationship between the director of a research institute and its young scholars, or the relationship between a famous scholar and his recorded disciples. the key to a fictitious master-disciple relationship is not to impart knowledge and solve problems, but to confirm an intimate relationship.

(iv) peer-to-peer relationship. this is a broad teacher-student relationship based on the scholar’s ​​position, identity and seniority in the industry. a scholar has created a set of research paradigms that are easy to operate and sustainable, which has attracted some peers to follow and imitate. they voluntarily respect the scholar as a teacher, are willing to be his students, and are willing to inherit his teachings.

in an academic school, the most important support is the direct disciples. since doctoral students do not have the freedom to make their own choices, the direction and topic of their doctoral dissertations must respect the intentions of their supervisors, or be part of their supervisors' ongoing research projects. the supervisors' requirements are academic instructions to them. in the folklore community, "i have even heard from different channels that some well-known scholars actually require their students not to read or cite the works of other domestic peers except mr. zhong jingwen's works and their own works." this kind of closed-door academic team can only be a school, not a school. doctoral students who do not have the freedom of academic choice cannot be regarded as members of a school.

in fact, this kind of academic team that is strongly tied together is the most unreliable. once students graduate, they may stay away from the academic world or "betray their teachers." in the chinese folklore community, there are several teachers whose teacher-student relationships are like this: students are forced by their tutors to do research projects and do some boring academic fill-in-the-blanks according to their tutors' will. once these students graduate and leave school, many of them will resolutely delete all contact information of their tutors and never see each other again. on the surface, these tutors seem to have many students all over the world, and they feel very accomplished when they fill in a list of students' names on a form. in fact, every student is poisonous.

even if academic schools include students who are enrolled in the school system and students who are to be appointed as students, it is still difficult to regard them as schools. an academic leader who has mastered academic resources will naturally have students who are enrolled in the school system and students who are to be appointed as students, and this kind of attachment can be either academic attachment or resource attachment.

in contemporary chinese academia, the hallmark of academic schools is the “teacher wechat group.” most teacher wechat groups put the tutor’s surname first, and the most common group names are the four-character “×门××” or the three-character “×家×.” such wechat groups often put relationships first and social commentary second, with almost no academic exchanges. most wechat groups of teachers have the following characteristics: (1) the teacher's wife is in charge, livening up the atmosphere and sometimes conveying what the teacher wants to say but is unable to say; (2) the red envelope game allows "gifts to flow" between students and disciples; (3) the teacher's latest achievements are published in a timely manner, students learn from them in a timely manner, and students take turns to like and give flowers; (4) academic activities in which the teacher participates are highly evaluated; (5) during festivals, especially teacher's day and the teacher's birthday, students must give flowers to the teacher and wish him a happy holiday and eternal happiness; (6) the teacher is praised for being handsome, whether he is handsome or not; (7) students and disciples exchange work performance with each other and give each other likes to encourage each other; (8) social comments and jokes liven up the atmosphere, and students take turns to show love, compassion, sense of justice, and sense of responsibility; (9) the first ones to jump out to like and sing praises for the teacher are always the most motivated and closest to the teacher, rather than the students with the highest academic achievements; (10) the older the disciples, the more reserved they are in giving likes, while the more recent the disciples, the more active they are in giving likes.

many wechat groups of teachers can reach hundreds of people. it is said that the teacher group of a famous teacher in bashu can even reach four or five hundred people. this is a huge academic group. in this family-like teacher circle, after hearing too much flattery, the teacher will feel that he is indeed elegant and knowledgeable, and it is necessary to establish a unique school. once the time is right, he will raise the banner of "×× school" at an academic seminar hosted by the school (sometimes at an industry annual meeting). in most cases, "××" is a regional name, such as "sanjin", "western hubei", "qilu" and so on. because they have neither iconic theories nor unique methods, only the discipline leaders and the regions/academic institutions they are in are unique. if the academic achievements and academic influence of the tutor are large enough and there are enough topic resources, the disciples will create a wechat public account, or publish a collection of papers from time to time, publish papers and academic reports related to the "school", to glorify the master and strengthen identity recognition.

however, such a "school" banner can only last for more than ten years. most of the banners will fall down as soon as they are raised. we can calculate that to raise a school banner, the foundation must be deep enough, the momentum must be large enough, and the number of students must be large enough. generally speaking, the tutor must be over 50 years old to manage such a situation. in fact, at this time, he is close to retirement. once the tutor retires, he loses the blessing of academic power or status in the world. in addition to singing odes in the wechat group, the disciples only send flowers to the tutor's home on teacher's day, have dinner and sing songs on the tutor's birthday, and usually return to their respective positions in their academic careers, attending classes, meetings, filling out forms, writing papers, and doing projects, tossing about their own things. the so-called school is dead in name only.