The Dilemma Of The Moral Curriculum In A Chinese Secondary School

Despite the implementation of numerous reform policies, moral education in China remains problematic. This study presents a student perspective on the dilemma of the moral education curriculum in a Chinese secondary school. Dr. Hongping Annie Nie finds that the school system does not provide a favorable setting for students to adopt the officially desired ideology and values in terms of activities, interpersonal relations, and role expectations. Dr. Nie believes that the dilemma of the moral education curriculum observed in this study is a reflection of the dilemmas that exist at every level of Chinese society.

This book shares with English readers Chinese theoretical and practical explorations of moral education curriculum for primary schools within the basic education curriculum reform project since 2001.The book expounds this moral education curriculum reform and focuses on three main ideas: The curriculum’s aim is to enrich children’s experiences and reflect their own lives; the curriculum’s content is originated from children’s lives; the curriculum’s structure is developed from children’s learning approach in their morality and social study. In this book, light is also shed on how to construct moral education textbooks, direct moral instruction, and moral teacher identity in the perspective of moral learning; how to knit law education and Chinese traditional culture education in moral curriculum. This is the first comprehensive book focusing on Chinese moral education curriculum reform. It will appeal to researchers, research students, and writers of moral education textbooks. It is also suitable for teacher training programs to help future teachers learn about moral education curriculum and help them effectively design and organize it for children’s morality study.

Arguing for life, moral and values education as a bedrock for the original goals of school education, this monograph explores how life and values education is conceptualised and imparted in Greater China. Under a globalized, transnational, and technological world, where there has been an increase in people’s mobility, in information and cultural exchanges, there is also a growing emphasis on personal and professional ethics. Against this context, life, moral and values education has gained attention for its impact on shaping students' characters as future citizens. However, the cultivation of these values is made deeply diversified and complex by varying interpretations of "life education" and "values education" across societies, given that different societies are influenced by different socio-cultural traditions, educational ideologies and religious beliefs. The means and approaches towards life education also vary vastly from formal school subjects, school-based programmes as well as teachers and peers’ role modelling, community services, extra-curricular activities, school discipline, charity work, pastoral care, and school ethos. Recognising this inherent diversity and complexity in the approach to and the dissemination of life education, the contributors to this volume survey the practice of life education in Greater China so far, suggesting that life education is most effective when it is "diversified, dynamic and developmental across contexts". This book will provide the opportunity for engaging in important and serious debates about the future and the values that will underpin it and will prove of special interest to scholars and practitioners working on education policies curriculum development and teacher education in Greater China.

This book compares, from a historical and sociopolitical perspective, the respective systems and contents of music education in mainland China, Hong Kong and Taiwan in response to globalization, localization and Sinificiation, with particular reference to Shanghai, Hong Kong and Taipei.

The idea of only one way leading to a modern society seems to be hardly tenable. But even if we agree to this, our theories and terms describing modernization are gained on our own Western history. So social science has to reconsider its basic terms to describe China’s modernization, and maybe even the understanding of modernization itself. The second of two volumes on China’s modernization collects articles by leading Chinese and Western scientists focusing on the main conflicts and differences this process involves. In the first section – “On Contemporary Theory of Modernization” – Manussos Marangudakis represents Shmuel N. Eisenstadt’s concept of “Multiple Modernities and the Theory of Indeterminacy”, one of the best elaborated perspectives on modernity. “Changing China: Dealing with Diversity”, the second section, examines how China copes with dissent and discusses the significance of law and a civil society. Merle Goldman begins with “Dissent of China’s Public Intellectuals in the Post-Mao Era”. The “Modernization of Law in China – its Meaning, Achievements, Obstacles and Prospect” is the subject of Qingbo Zhang. Scott Wilson presents a Gramscian analysis of civil society in “China’s State in the Trenches”. And Francis Schortgen and Shalendra Sharma study how China is “Manufacturing Dissent: Domestic and International Ramifications of China’s Summer of Labor Unrest”. “Neoliberalism and the Changes in East Asian Welfare and Education” is the focus of the third section. Beatriz Carrillo Garcia investigates the “Business Opportunities and Philanthropic Initiatives” in China. “Time, Politics and Homelessness in Contemporary Japan” is the subject of Ritu Vij. Different school books show the “Educational Modernisation Across the Taiwan Straits” by David C. Schak. And Ho-fung Hung discusses the role of China in globalization following the question: “Is China Saving Global Capitalism from the Global Cri-sis?” The additional rubric “On Contemporary Philosophy” involves three articles about “International Development, Paradox and Phronesis” by Robert Kowalski, “The World in the Head” by Robert Cummins, and “Communication, Cooperation and Conflict” by Steffen Borge. Content and abstracts: www.protosociology.de

In twenty-first-century China, socialist educational traditions have given way to practices that increasingly emphasize the individual. This volume investigates that trend, drawing on Hansen's fieldwork in a rural high school in Zhejiang where students, teachers, and officials of different generations, genders, and social backgrounds form what is essentially a miniature version of Chinese society. Hansen paints a complex picture of the emerging “neosocialist” educational system and shows how individualization of students both challenges and reinforces state control of society.

The book presents up-to-date research on moral education teaching and teachers in China. By providing an accessible, practical, yet scholarly source of moral education, education aims and teachers’ ethical roles in China, which is also an international concern, the author systematically reviews Moral Education curriculum, moral education pre-service teacher education, current policies and practices of Moral Education teaching and teachers. The book will be resourceful for researchers, practitioners and policymakers in moral education, citizenship education and teacher education.