By Kerry J. Kennedy, Gregory Fairbrother, Zhenzhou Zhao
There's a flourishing literature on citizenship schooling in China that's ordinarily unknown within the West. Liberal political theorists usually suppose that in simple terms in democracy may still electorate be ready for his or her destiny duties, but citizenship schooling in China has passed through a few ameliorations because the political process has sought to deal with marketplace reforms, globalization and pressures either externally and in the kingdom for broader political reforms. during the last decade, chinese language students were suffering for authentic reputation of citizenship schooling as a key section of the varsity curriculum in those altering contexts. This e-book analyzes the citizenship schooling matters less than dialogue inside China, and goals to supply a voice for its students at a time whilst China’s overseas function is changing into more and more very important.
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Extra resources for Citizenship Education in China: Preparing Citizens for the "Chinese Century" (Routledge Series on Schools and Schooling in Asia)
1981, p. 2). He proposed to add healthy elements of a new patriotism and democratic concepts into civic moral education and promote a civic moral education which aims at “freedom, equality and fraternity”. His objective was to discard the “servility” of the Chinese people, foster an independent personality, and combine an independent spirit with the spirit of helping the weak and aiding the needy, with a view to forming the new character of the Chinese people in the new era to adapt to the social development and progress of civilisation.
Otherwise one will be disqualiﬁed as a national. Anyone disqualiﬁed as a national is disqualiﬁed as a master” (Institute of Modern History, Chinese Academy of Social Science et al. 1956, p. 879). The most important thing for a national is to develop patriotism and perform his rights and obligations as a national. He noted, “What is the most important thing for a man? It is to be patriotic and know how to participate in national affairs” (Institute of Modern History, Chinese Academy of Social Science et al.
Regarding the question of how to develop “all-round personality”, Cai Yuanpei suggested the following: first, advocating “cultivating ethics” to develop “personal ethics”; second, advocating the spirit of “patriotism”, “benefiting the people”, and “humanitarianism” to form a good moral character which “upholds social ethics”. In other words, social ethics based on the spirit of “freedom, equality and fraternity” should be upheld as the goal of developing personal ethics. By directing such education in five aspects toward the development of “integral personality”, Cai Yuanpei aimed at reforming the national character, thereby helping Chinese people break away from ignorance and servility, follow rational judgment, pursue spiritual and ideological freedom, and become “citizens” in the modern sense.