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2024, Issue 2

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The Influence of Chen Baisha's Concept of Neo-Confucianism on Social Edification
HUANG Mingxi, LIU Jinrong
2024, (2): 5-16.
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Confucian scholars attach great importance to social edification, and this concept is particularly prominent in Chen Baisha, a Ming dynasty Neo-Confucianist. As a key figure in the transformation of Ming Dynasty Neo Confucianism to mind philosophy, Chen Baisha adhered to the spirit of guiding the people toward goodness and devoted his whole life to social edification. He not only emphasized the virtuous view of "sincerity", but also set a good example by influencing his disciples through edification methods such as poetry, calligraphy, music, etc. He focused filial piety and fraternal duty in edification, as well as the cultivation of various virtues, including forbearance, tolerance, industriousness, thriftiness, loyalty, and trust. Furthermore, he advocated establish a culture of edification through reading and understanding, in which the family and the nation were one. Chen Baisha's social edification practice is rich in mind philosophy and the spiritual temperament of personal practice. Along with Chen Baisha's growing social reputation, the people of Lingnan as well as many officials were deeply influenced by Chen Baisha's Neo Confucianism edification.
The Analysis and Transcendence of the "Space of Problematization" in Educational Ethics
GAO Shuren, WANG Xin
2024, (2): 17-26.
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The growth of subject knowledge is a long and cumulative process. Educational ethics is an interdisciplinary subject formed between educational science and ethical science. It takes educational life as the research object, gives standardized guidance to realistic and universal education from the perspective of ethics, and has defined a unique research field and a realistic "problem area". From the perspective of the path of knowledge derivative development, there are two clues about the accumulation of the knowledge system of educational ethics and the evolution of the "problem domain": one clue is that the classic issues of ethics, such as "relationship", "reason" and "morality", are interpreted in the context of educational from the perspective of ethics. Another clue is the vertical migration of educational ontology, axiology and practice in the knowledge system of educational ethics from the perspective of pedagogy. The construction of China's educational ethics needs to follow the way of discipline construction, realize the "Hypercycle" in academic and achieve discipline advancement and academic transcendences through the accumulation of problem-orientated subject knowledge.
Multimodal Discourse Analysis of Visual Materials in Educational History: Case Study of Children's Games and The Nursery of Northeast Film Studio
LU Shiyan
2024, (2): 27-36.
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The value of visual historical materials has become increasingly prominent in the research on education history. The accurate interpretation of visual historical materials requires pluralistic and standardized research methods. Multimodal discourse analysis, as an emerging interdisciplinary method, has implications for the research of contemporary education history. In order to further clarify the practical applications of this method in the field of education history, this paper has selected a comprehensive analysis framework to analyse two cases, Children's Games (1560) and The Nursery of Northeast Film Studio (1948). Multimodal discourse analysis helps to broaden horizon, methodologies, and theoretical frameworks of the research on education history, and promote the interpretation of education history.
Reconstructing Enlightenment Education for the Transmission of Excellent Chinese Traditional Culture: Framework, Foundation and Paths
HUO Liyan, DU Baojie, LIN Lan
2024, (2): 37-44.
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The reconstruction of an enlightenment education for the transmission of excellent Chinese traditional culture is the requirement of Xi Jinping that firm cultural self-confidence "starts with children", the content of the implementation of the fundamental task of "establishing moral education", and the way to strengthen the sense of community of the Chinese nation. It is necessary to follow the structural framework of the "four beams and eight pillars" which are rooted in the Chinese land. It is important to clarify that the enlightenment education for the inheritance of Chinese excellent traditional culture is based on "policy leadership", "theoretical support" and "realistic challenges" as its driving force, as well as clarify the practical paths whose enlightenment education is correct, harmonious, pragmatic and thirsty for knowledge. The enlightenment education is led by objectives, guaranteed by conditions, scaffolded by process and effective in results, and contributes to the high-quality development of preschool education.
Influencing Factors and Mechanism of Kindergarten Teachers' Professional Vision
HE Jingwen, ZHENG Meijia, LIU Yaping
2024, (2): 45-55.
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The professional vision of kindergarten teachers is an endogenous driving force for promoting their professional development. A reasonable and clear professional vision can lead teachers to develop independently and provide inexhaustible motivation. Based on the interview records of 20 kindergarten teachers, the core factors of their professional visions was refined and the model of the influencing mechanism of kindergarten teachers' professional vision formation and development was constructed. According to the mechanism model, it can be seen that professional awareness, professional ideals and practical issues are important conditions for stimulating the professional vision of kindergarten teachers. Teaching and research training is a catalyst for promoting the formation and development of kindergarten teachers' professional vision. Positive vision practice and in-depth professional reflection are the sources of power to promote the development of kindergarten teachers' professional vision. Organizational environment support is the external guarantee for the vision and development of kindergarten teachers' industry. Taking appropriate measures can contribute to the positive construction and development of a professional vision for kindergarten teachers.
The Motivation, Experience and Enlightenment of Quality Assurance of Higher Education in Egypt
QIN Qin
2024, (2): 56-66.
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Improving the quality of higher education has become an international consensus, especially for developing countries. Establishing a quality assurance system is an important foundation for achieving sustainable development in education. Egypt is currently undergoing a social transformation, and providing high-quality education services, meeting the demand of employers for talent development, and enhancing the employability of graduates are urgent tasks for the development of higher education in Egypt. Over the past two decades, Egypt has established a multi-level, comprehensive, and multi-dimensional higher education quality assurance system that encompasses universities, disciplines and programs. This system has been promoted through international cooperation and domestic projects to enhance the quality of higher education. The advantages of this system lie in the relatively strict peer review mechanism and the alignment with international quality certification standards and evaluation procedures. However, there are also structural deficiencies within the quality assurance system and systemic barriers caused by Azhar higher education institutions, which pose challenges and limitations.
An Empirical Study on the Evaluation of Discipline Construction in "Double First-class" Universities
CHEN Jieting, CAI Wenbo
2024, (2): 67-78.
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The evaluation of discipline construction in "Double First-class" universities is an effective policy tool to promote national strategic goals and strive for world-class schools. Combined with the main problems existing in the construction of "Double First-class" at the current stage as well as the new requirements and new concepts of educational reform in the new era, the evaluation system of discipline construction takes the "triple helix" innovation practice theory as the theoretical framework from four dimensions: talent training, scientific research, teacher team construction and social service. Based on the cross-sectional data of discipline construction in 122 "Double First-class" universities in China in 2020, the overall level and corresponding rankings of discipline construction evaluation of 122 universities were obtained by using clustering method, entropy weight method, factor analysis, advantage and disadvantage solution distance method and partial least squares structural equation model. According to the cluster analysis and comprehensive ranking, the universities were divided into three types: "leading", "parallel" and "following", accounting for 43.5%, 42.6% and 13.9% respectively. To provide a theoretical basis for the dynamic adjustment mechanism of disciplines in "Double First-class" universities, by actively constructing a diversified performance evaluation system for universities, society, government and market, the research broadens the interaction and cross-sharing research fields between disciplines and social needs, builds a favorable ecological environment for discipline development, and guides universities and disciplines to lead the world.
Examining the Education Streaming System in Singapore: Efficiency and Equity under Neoliberalism
CHEN Yan, KE Yuting
2024, (2): 79-90.
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Neoliberalism in Singapore is both an economic principle and a mode of governance under its political system, which is related to the pragmatism upheld by its government. It is such a system that drives Singapore to pursue efficiency in education and adopt a competitive educational split-flow system in the country. In addition, the education diversion system under elitism also uses neoliberal governance techniques to make it acceptable, trusted and followed by the public. It is like a double-edged sword. On the one hand, it increases the efficiency of education and releases the freedom and ability of individuals, thus optimizing the effectiveness of society as a whole. And if a virtuous circle is formed, society will be beneficial as a whole. On the other hand, if the market holds the whole controlling right, it would undoubtedly lead to educational inequality and social polarization. Although Singapore has always focused on the economic benefits of education brought by education and emphasized the importance of elite education, the radical reform of the streaming system in recent years shows that the government is paying more and more attention to equity in education brought about by its educational split-flow system. Singapore is committed to integrating the elite education in pursuit of efficiency with the equitable education in pursuit of inclusivity, aiming to promote the healthy development of education.
Shared, Different, and Coexisting: The Historical Evolution and Contemporary Features of Intercultural Education in Japan
CHEN Zhuojun
2024, (2): 91-99.
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Cultural diversity based on the differences of human cultures has always been a matter of concern in education in Japan. Japanese cross-cultural education, shaped by historical and societal factors, has addressed various issues, focusing on children and adolescents from with, ethnic, class, and regional backgrounds in different countries, and has undergone three distinct stages: the "nascent stage, " "scaling and systematization, " and "multicultural coexistence and diffusion." After entering the 21st century, cross-cultural education in Japan has shifted its emphasis to difference from international understanding education. It now focuses on an expanded scope of research, encompassing not only physical and mental development but also cultural exchanges, has been explored the importance of the "mobile" phenomenon, particularly in the post-COVID-19 era, and thus established the unique value of cross-cultural education and led to the formulation of a comprehensive modern cross-cultural education system.
Research on the Changes of Basic Education Policies in Southeast Asia from the Perspective of Historical Institutionalism
MA Dongying, PENG Yihan
2024, (2): 100-112.
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Basic education policies lead the survival and development of basic education in Southeast Asia. Since the colonial rule of the 16th century, the basic education policies in Southeast Asia have gone through three leading policies stages of forced transplantation, state intervention and reform with reform and development. The change of basic education policy in Southeast Asia is deeply influenced by political situation, economic system and cultural concept. The development of basic education policies in all stages is characterized by the path dependence because of initial cost, learning effect and synergistic effect. The reversion of the international environment and the internal reform demand of basic education are the important driving force for the change of basic education policy in Southeast Asia.

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