Abstract
AbstractBeginning with a resounding remark about how to regenerate a new civilization made by a Chinese modern philosopher, Hu Shih, this chapter briefly explores the question of why and how to re-establish Chinese pedagogics and didactics in the light of the non-affirmative theory of education in the globalized world of the twenty-first century. An overview of Chinese introduction to European pedagogics and didactics, Anglo-American curriculum studies, and Russian pedagogical theories is provided first, with a reflection on the shifts and changes that have taken place in the process of introduction to those foreign theories during the past century. Then, a reconsideration of the relationship of Chinese education to politics and economy from the perspective of the non-affirmative theory of education is offered, arguing that education should not play the dominant role in politics because education is not equal to politics, nor should it play the dominant role in economics because education is not equivalent to economics. Rather, education has its own role to play: to cultivate individual persons who are open to any ideas and have knowledge, competencies, and skills through which to create the new society that Chinese people desire. Based on the argument above, the author puts forward a fresh idea of how to re-establish Chinese pedagogics and didactics that can confront the challenges of the twenty-first century: to integrate German didactics with Anglo-American curriculum studies based on Chinese harmony. In conclusion, it is believed that with the rise of China in the economy and other fields such as science and technology over the past decades and a re-evaluation of Chinese traditions, theres is a new confidence that they should rebuild pedagogical discourses and disciplines, including curriculum studies, didactics, and curriculum and didactics as a blended new discipline.
Publisher
Springer International Publishing
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