Download Citizenship Education in China: Preparing Citizens for the by Kerry J. Kennedy, Gregory Fairbrother, Zhenzhou Zhao PDF

By Kerry J. Kennedy, Gregory Fairbrother, Zhenzhou Zhao

There's a flourishing literature on citizenship schooling in China that's regularly unknown within the West. Liberal political theorists frequently imagine that purely in democracy should still electorate be ready for his or her destiny obligations, but citizenship schooling in China has passed through a few differences because the political process has sought to deal with industry reforms, globalization and pressures either externally and in the nation for broader political reforms. during the last decade, chinese language students were suffering for respectable 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 of China, and goals to supply a voice for its students at a time while China’s foreign position is turning into more and more very important.

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Such deep-rooted shortcomings not only hindered them from being real “humans”, but also hindered the Chinese nation from becoming a truly “independent” nation. “For all ignorant people, no matter how healthy or how strong they are, they can only serve as meaningless exhibits and onlookers. We need not feel miserable for them when they die of illness. The most important thing, therefore, is to change their spirit” (Lu 1983, p. 3). Accordingly, Lu Xun upheld the faith in “democracy” and “science” advocated by the May Fourth Movement, learned from progressive Western concepts, abandoned traditional culture, and praised ideal human nature.

In addition to advocating individual enlightenment, an endeavour ignored by the first generation of intellectuals, civic education in the May Fourth Movement expanded the approaches to civic education and increased social impact. During this period, civic education was an important form of enlightenment, not only at the level of knowledge, but also at the level of ideology and even personality. In the implementation process of civic education, the value of a human being was rediscovered, “individual value” became more significant, and the relationship between individuals and the state was also recognised, contrary to being denied previously.

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. 1985a, p. 23). Sun Yat-sen believed that the survival of the Republic of China depended on whether nationals performed their obligations.

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