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The influence and enlightenment of Confucian cultural education on modern European civilization
YU Jianfu
Front Educ Chin. 2009, 4 (1): 10-26.
https://doi.org/10.1007/s11516-009-0002-5
Confucianism, not only is the core of Chinese cultural educational thoughts but its influence has been identified in the West by the European scholars. And with the impact of Confucianism civilization, the theological authority in the Dark Ages wavered. The human-based ideas of Confucianism that people are the foundation of the country, the governing way of “Governance with virtue”, the way of personnel placement that men of great virtue and talent are elected who will cultivate mutual trust and promote universal understanding, the nationwide education thought that there should be education for everyone without distinction and the imperial examination system under the idea that those who excellently learned should serve (in the government), have exerted beneficial influences on the European modern civilization. Looking back at the course of Confucian influence in the West and the influence on the Enlightenment and modern civilization, it is easy to find that Confucianism education is of universal value in the pluralistic cultural world, which can enhance the cultural identification and cultural consciousness of a nation, creating a heritage of excellent cultural education and enriching the connotation of the contemporary cultural education.
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Research on the teaching quality of compulsory education in China’s West rural schools
WANG Jiayi, LI Ying
Front Educ Chin. 2009, 4 (1): 66-93.
https://doi.org/10.1007/s11516-009-0005-2
The paper has compared the quality of compulsory education of rural schools in West China with the counties, cities, and provincial capitals, and find out that there is a big gap between the quality of West rural and urban compulsory education, the quality of some grades of the rural primary schools has not achieved the basic requirement of the curriculum standards, the gap between the quality of junior high schools in rural and urban areas is relatively severe. The mean score and qualified rate in the subjects of Chinese, mathematics and English of West rural junior high students are distinctly lower than that of the urban and county schools. The main factor that leads to the bigger discrepancy between the urban and rural education quality mainly lies in the difference in the teaching force. Compared with urban schools, the teachers in rural schools is insufficient and poorly-trained, with less access to teachers’ professional development and support. The teaching quality in the West rural schools should be paid attention and improved in light of the rationale of educational equity.
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A survey on the democratic qualities of high school students and the schooling for democracy
XU Rui
Front Educ Chin. 2009, 4 (1): 94-110.
https://doi.org/10.1007/s11516-009-0006-1
Using the method of purpositive sampling, this research makes an empirical study on the relationship between the schooling for education and democratic qualities of public high school students in Beijing. The results show that the democratic qualities of the students in public high school of Beijing are better as a whole, but they are still lack of democratic knowledge and abilities, etc. The results of correlation analysis, multiple regression analysis and independent-samples T test show that there are four different kinds of relationships between the schooling for education and democratic qualities of students. Firstly, there is little distinct correlation between school reputation and democratic knowledge, attitude and abilities of students. Secondly, there is little distinct correlation between prospective achievement and democratic knowledge and attitude of students, but have a large correlation with the democratic abilities of students (P<.001). Thirdly, there is a large correlation between teaching and democratic knowledge, attitude and abilities of students (P<.001). Lastly, there is a large correlation between activities par
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