Centennial Evolution of Marxist Philosophy of Education in China

Autor/inn/en	Geng, Boya; Zhongying, Shi
Titel	Centennial Evolution of Marxist Philosophy of Education in China
Quelle	In: Educational Philosophy and Theory, 55 (2023) 8, S.951-961 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2138750
Schlagwörter	Political Attitudes; Educational Philosophy; Educational History; Problem Solving; International Educational Exchange; Interdisciplinary Approach; Role; Educational Change; Foreign Countries; Educational Theories; China + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Bildungsphilosophie; Erziehungsphilosophie; History of education; Bildungsgeschichte; Problemlösen; Internationaler Austausch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rollen; Bildungsreform; Ausland; Educational theory; Theory of education; Bildungstheorie
Abstract	Marxist philosophy of education plays a key role in contemporary education in China, serving as an important theoretical foundation for reforms. With a history of more than one hundred years in China, Marxist philosophy of education has gone through three major historical stages: emergence (before 1949), localization (from 1949 to 1979), and new development (after 1979). Looking back and reflecting on the exploration of Marxist philosophy of education in China, it can be found that the following problems still remain to be solved: first, the dogmatic tendency of Marxism still needs to be avoided; second, the study of the original classics of Marxism is not enough; third, there is no adequate response to major practical problems in education; and fourth, there is no adequate interdisciplinary and international academic exchange. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01