Integration practice of outstanding traditional Chinese culture and ethnic education from the perspective of cultural philosophy

Lei Chen[1]

Abstract: This study delves into the integration of traditional Chinese culture into ethnic education in minority regions. Utilizing a cultural philosophy framework, it investigates how enhancing educational mechanisms and transforming educational philosophies can boost cultural preservation and raise educational quality. By incorporating traditional cultural values into school curricula and activities, the research highlights effective methods for promoting the development and preservation of minority cultures. Using a mixed-methods approach, this study conducted qualitative interviews with educators and stakeholders in ethnic education, supplemented by students’ and educators’ quantitative surveys in minority areas. The findings underscore the importance of culturally informed educational practices in enriching these regions’ both the cultural and educational landscapes.

Keywords: Outstanding Traditional Chinese Culture. Ethical Education. Cultural Philosophy. Integration Practice. Minority Nationality.

INTRODUCTION

Integrating traditional Chinese culture into ethnic education is essential for preserving cultural diversity and promoting identity among ethnic minority students. This integration enhances the educational reform process by respecting cultural multiplicity and improving the quality of ethnic education. It allows for a deeper appreciation of each ethnic group’s unique values and lifestyles, crucial in a country with a rich heritage of 56 ethnic minorities. The significance of this integration in the educational landscape is increasingly recognized in academic research. Zhang (2019, p. 13) underscores the vital role of education in fostering students' identification with outstanding traditional Chinese culture, highlighting its importance in shaping cultural identity and nurturing national pride.

However, challenges persist in minority regions where there is a noticeable lack of cultural awareness among educators and limited university enrollment, hindering progress in ethnic education. Despite the importance of integrating Chinese traditional culture into educational frameworks, these regional challenges can impede educational advancements.

In response to these issues, this article employs cultural philosophy to delve into the practice of merging traditional Chinese culture with ethnic education. By analyzing the connotation and characteristics of traditional Chinese culture alongside the definition and features of ethnic education, the paper explores their integration from a cultural philosophy perspective. Qiu (2018, p. 65) discusses how traditional culture positively influences patriotism, national self-esteem and personality development, and aids in managing interpersonal relationships among college students, emphasizing the role of cultural education in ideological and political instruction.

This integration not only fosters students' moral development and talents, but also bolsters societal and cultural confidence, demonstrating the profound impact of traditional virtues on university education. Moving forward, addressing the cultural awareness gaps and enrollment limitations in ethnic minority areas will be crucial for advancing ethnic education and fully realizing the benefits of integrating traditional Chinese culture into educational systems.

1 OUTSTANDING TRADITIONAL CHINESE CULTURE

Traditional Chinese culture, deeply ingrained through millennia, encompasses various material and spiritual cultures that stabilize and nurture the Chinese nation’s growth. This culture, which reflects the Chinese understanding and wisdom regarding nature, society and human relations, is an essential part of China's historical development (Wang, 2018, p. 54).

The essence of traditional Chinese culture is perceived as a stable manifestation of the nation's spiritual style, cultural characteristics and life concepts (Zhang, 2019, p. 45). However, there are differing views on the scope of traditional Chinese culture, ranging from its beginning with the earliest human cultures in China to a more restricted period from the Zhou Dynasty to 1840, and others believe it includes only the tangible elements that have historical and current relevance (Lin, 2020, p. 71).

Chinese traditional culture exhibits five key characteristics:

Ethical and Patriarchal Concepts: rooted in the political structure of China's "family state," this aspect involves ethical and moral values tied to family education and blood relations, forming a society based on patriarchal concepts (An, 2020, p. 13).

Pursuit of Humanity and Harmony: emphasizing harmonious human relationships, this value has been pivotal since the Qin and Han dynasties, fostered by a strong tradition of Confucianism which promotes benevolence and social harmony (Sun, 2020, p. 82).

Agricultural Foundation: traditional Chinese culture has historically been based on agriculture, with policies favoring agriculture over industry and commerce, reflecting a cultural preference for stability and tranquility (Hao, 2021, p. 55).

Rational and Humanistic Education: distinguished by a focus on rationality and humanism, Chinese culture values life spirit and survival wisdom, differing from the emphasis of Western culture on a metaphysical sense of guilt (Joe, 2011, p. 23-39).

Compatibility: the interplay and integration of diverse philosophies, including Confucianism, Taoism, Buddhism, Legalism and Mohism, have profoundly influenced the development of Chinese culture over its 5,000-year history. This dynamic synthesis has created a rich and complex cultural heritage, highlighting the Chinese society’s adaptive and inclusive nature. These philosophical traditions have interacted and evolved together, contributing to the unique and multifaceted character of Chinese cultural history.

In the exploration of how Chinese traditional culture has shaped social norms and political structures over time, it is crucial not only to review history, but also to engage critically with the underlying motives of these cultural elements and their broader impacts on modern social order and cultural identity. For example, Confucian ideals, which emphasize familial and societal harmony, Legalist advocacy for law and order, and Daoist promotion of natural living and introspection have profoundly influenced China's political and societal frameworks.

Confucianism, with its principles of filial piety and benevolence, has historically been utilized to maintain stability within family and social structures. These values were integrated into state governance and legal systems, creating a culture of authority and obedience from top to bottom. However, this deeply ingrained culture of obedience may also restrict individual freedom and innovation, which warrants critical examination.

The widespread application of Legalist thought, with its emphasis on the supremacy of law, established stringent political systems designed to ensure the efficient functioning of state machinery. However, this reliance on law and regulations, while effective in maintaining order and control, often led to the rise of bureaucracy and a rigid social structure. Such rigidity could hinder dynamic societal development, stifling creativity and adaptability within the society.

Daoist philosophy promotes a lifestyle in harmony with nature and emphasizes the importance of introspection, which has significantly influenced Chinese views on personal freedom and spiritual independence. The countercultural and libertarian spirit of this philosophy injects flexibility into society, enhancing its capacity to adapt to change and embrace new circumstances. By advocating for a harmonious relationship with the natural world and fostering a sense of individual spiritual autonomy, Daoism contributes to a society that is both resilient and adaptable.

By engaging more critically with these philosophical discussions, we can gain a more comprehensive understanding of how traditional Chinese culture has shaped today's social norms and political structures, and consider the relevance and potential limitations of these traditional elements in modern society. Such in-depth exploration helps us better understand how culture continues to evolve in the changing global context and how to foster cultural innovation and societal progress while respecting traditions.

2 DEVELOPMENT AND SHORTCOMINGS OF ETHNIC EDUCATION

In the discourse on ethnic education, this article critically evaluates the unique characteristics, current challenges and possible solutions within this sector, specifically focusing on the education of China's 55 ethnic minorities, excluding the Han ethnic group. As stated by Yuan (2019, p. 96), ethnic education is not merely a component, but a critical pillar within China's comprehensive education system, aimed at ensuring equitable educational opportunities for all ethnic minorities and fostering a well-rounded cultural and spiritual national identity.

2.1 Particularity of ethnic education

Ethnic education possesses distinct attributes that set it apart from general education. These characteristics can be divided into two main categories: traditions and differential aspects.

Ethnic education traditionally emphasizes theoretical knowledge and centers around each minority’s national culture, prioritizing moral education and collective consciousness (Catala, 2023, p. 231-249). This educational approach is deeply rooted in China's long history, reflecting a humanistic spirit geared towards social harmony and leniency in governance. Despite its deep cultural integration, traditional methods in ethnic education often prioritize theory over practical application, limiting the scope of learning to the educators’ knowledge and perspectives. This can pose significant challenges if the educators themselves have limited exposure or knowledge.

The primary challenge in the differentiation of ethnic education lies in the linguistic diversity among ethnic groups. Chen and Lu (2019, p. 19) highlight that the variance in languages and, in some cases, scripts among ethnic minorities adds layers of complexity to the educational process. These linguistic differences necessitate an adaptive educational approach that incorporates both local ethnic languages and Mandarin to ensure comprehensiveness and inclusivity.

2.2 Strategies for enhancing ethnic education

To address these challenges effectively, it is imperative to expand the discussion and delve into viable strategies that can bridge the gap between traditional teaching methodologies and the complex demands of a diverse linguistic landscape. This exploration should encompass innovative approaches that not only accommodate linguistic diversity, but also enhance inclusivity and effectiveness in educational practices.:

Enhancing Teacher Training: enhancing the quality and scope of teacher training by incorporating practical applications alongside theoretical knowledge can offer students a more comprehensive educational experience. This approach ensures that educators are equipped not only with theoretical insights, but also with practical skills necessary to effectively engage and support students in their learning journey.

Bilingual Education Programs: developing comprehensive bilingual education programs that integrate local ethnic languages with Mandarin can effectively mitigate the challenges presented by language differences. This approach ensures that students receive a well-rounded education that respects and incorporates their linguistic diversity while also equipping them with proficiency in Mandarin, facilitating broader communication and academic success.

Cultural and Linguistic Inclusivity: encouraging the inclusion of ethnic minorities’ cultural and linguistic characteristics in the curriculum can significantly enhance understanding and appreciation among students from diverse backgrounds. This initiative promotes cultural diversity and fosters a more inclusive educational environment where all students can learn from and respect each other's heritage.

The transition between the definition of ethnic education and its particularities should be smooth and coherent, providing a clear understanding of its importance and the challenges it faces. This approach not only aids in maintaining the flow of discussion, but also helps in identifying targeted solutions to enhance the effectiveness of ethnic education in China. By adopting these strategies, ethnic education can transcend traditional limitations and evolve to meet a diverse and multicultural modern society’s demands.

3 INTEGRATION PRACTICE OF OUTSTANDING TRADITIONAL CHINESE CULTURE AND ETHNIC EDUCATION

In the practice of integrating outstanding traditional Chinese culture with ethnic education, this article first analyzes the theoretical foundation of cultural philosophy and studies the integration of outstanding traditional Chinese culture and ethnic education under the perspective of cultural philosophy.

3.1 Cultural philosophical connotation

The profound insights, offered by cultural philosophy into the complexities of tradition and modernity, are crucial for enhancing educational frameworks in ethnically diverse societies. By grounding itself in the historical development of human thought, cultural philosophy enables a richer understanding of how cultures evolve and how they can be preserved, even as they adapt to modern realities.

Cultural philosophy traces its origins to ancient philosophical discussions, but has greatly expanded in scope to include contemporary issues, such as globalization, migration and the digital revolution. These modern challenges bring to the fore the importance of understanding cultural dynamics in an increasingly interconnected world. For instance, the cultural philosophers’ work, like Cui (2020, p. 17) and Qiu (2018, p. 269), illuminates the inherent values and significances of cultures, providing educators with the tools to integrate these values into the students’ educational experiences from diverse ethnic backgrounds.

In the context of ethnic education, particularly within China's multiethnic landscape, the application of cultural philosophy allows for a nuanced approach to education that respects and celebrates diversity while promoting national unity. This is achieved by critically examining how traditional Chinese culture and various ethnic minorities’ cultures can coalesce to form a cohesive educational doctrine. As Zhong (2019, p. 28) notes, the coexistence of stable cultural elements with the potential for innovation provides a fertile ground for cultural evolution, thus enriching the educational landscape.

Moreover, Xie (2018, p. 8) emphasizes that questioning cultural practices and values is essential for addressing broader societal issues, such as ethnic education. This questioning leads to a deeper understanding of how education can contribute to both individuals and the nation’s survival and development as a whole. In practical terms, this involves integrating culturally relevant content into school curricula that reflects ethnic minority students’ both the heritage and the contemporary aspirations.

Furthermore, cultural philosophy advocates for education that does not merely transmit knowledge, but also molds the learners’ character and identity. This educational approach encourages students to engage critically with their own cultural heritage as well as the others’ one, fostering a sense of respect and appreciation for diversity. Such an education is not just about learning languages or customs, but about embedding the philosophical underpinnings of those cultures into the learning process, thereby promoting a broader and more inclusive worldview.

Finally, the interplay of cultural philosophy with other disciplines, such as sociology and anthropology, enriches our understanding of how cultures interact, compete and influence one another in educational settings. This interdisciplinary approach is crucial for developing educational policies and practices that are culturally sensitive and empowering for all students, particularly those from minority backgrounds.

By continuing to explore these philosophical and practical dimensions, educators and policymakers can better harness the power of cultural philosophy to shape an educational environment that is truly reflective of the modern societies’ diverse cultural landscape, thereby contributing positively to the nation’s cultural and educational development.

3.2 Fusion analysis from the perspective of cultural philosophy

From the perspective of cultural philosophy, the subjective relationship between humans and culture contains objective factors. Among them, objective factors not only refer to the objective natural world, but also to the cultural world created by humans with the object as the main body. The outstanding traditional Chinese culture embodies China’s glory and suffering for over 5000 years. Inheriting the outstanding traditional Chinese culture, in the process of the times, is not only the core direction of current cultural construction work, but also a major task in building a socialist spiritual civilization. Ethnic education plays a crucial role in inheriting outstanding Chinese culture. In the process of ethnic education, the infiltration of Chinese outstanding culture plays a very important role in inheriting and developing Chinese outstanding culture and cultivating the minority students’ correct cultural values and firm ideals and beliefs.

No matter how education is defined by various sectors, there is a common point that education is an activity aimed at promoting, inheriting and developing culture. Specifically, education is an activity that purposefully influences people's values and outlook on life. "It can promote people's learning and acceptance of certain production skills, cultural knowledge, and behavioral patterns, allowing learners to develop in all aspects" (Liu, 2018, p. 27). The specific content of ethnic education is the sum of all material and spiritual cultures created by various ethnic groups in social life. The cultural world itself also has a universal pattern. However, it already includes human subjectivity. Because the cultural world’s existence is closely linked with the human beings’ existence, just as human beings should obey natural law, they should also learn from an outstanding traditional culture in national education. "Education's attention to outstanding traditional culture is exactly the attitude that human beings should have towards the cultural world" (Chen et al., 2019, p. 89).

Culture, as a pivotal influence on human existence, is explored within cultural philosophy, which scrutinizes how cultural phenomena shape human consciousness and their perceptions of the world. This branch of philosophy plays a crucial role in educational contexts, particularly in ethnic education, where it advocates for the development of values that are both healthy and positive. Cultural philosophy argues that the essence of education should not solely be about equipping students with skills for socioeconomic success, but should also involve a more profound engagement with their moral, cultural and spiritual growth.

In many educational systems, especially those focused on ethnic minorities, there is an observable shift towards training that primarily supports economic objectives, often overlooking the integral development of students' ethical and cultural sensibilities. This misalignment can lead to a scenario where students bear excessive academic burdens and face high pressures related to future employment, all while experiencing diminished interest and enthusiasm for their education. This stems from an educational focus that inadequately incorporates traditional cultural values, which are essential for a well-rounded educational experience.

Cultural philosophy promotes a symbiotic relationship between culture and education, suggesting that education should serve as a conduit for cultural development and vice versa. Historically, in China, the rich tapestry of the nation's culture has been woven from the threads of various ethnic traditions, influenced significantly by the Han culture, but also enriched by its numerous ethnic groups’ diverse practices and values. This historical blend of cultural influences has fostered a national culture and education system that reflects the values of patriotism, honesty and trustworthiness.

The process of integrating outstanding traditional Chinese culture into ethnic education is not merely about preserving antiquated traditions, but about integrating these cultural values into contemporary educational practices in a way that resonates with the current societal needs and enhances the educational landscape. This integration not only helps in preserving cultural heritage, but also in making education more relevant and enriching for students from diverse ethnic backgrounds.

Furthermore, cultural philosophy provides a framework for understanding the dynamic relationship between human beings and culture. It posits that, while humans create culture, culture reciprocally influences and, sometimes, constrains human development. Therefore, it is imperative that cultural creation within education acknowledges and respects this interdependence. This perspective suggests that ethnic education should not only coexist with traditional culture, but should actively engage with it, allowing for a mutual enrichment that celebrates diversity while fostering unity.

In practice, this means that educational curricula should not only incorporate traditional cultural knowledge, but should also adapt to include contemporary cultural practices and values that reflect the evolving societal landscape. This approach would ensure that education remains relevant and responsive to a diverse student body’s needs, preparing them for a world that values both cultural heritage and innovation.

Moreover, cultural philosophy underscores the importance of viewing cultural issues through a broader lens. In the context of ethnic education, this involves exploring how cultural values can be integrated into the curriculum to foster a deeper understanding and appreciation of both one's own culture and the others’ one. This expanded perspective is essential for cultivating a more inclusive and empathetic society.

In conclusion, the dialogue between cultural philosophy and ethnic education offers profound insights into how education can transcend traditional boundaries to become a more inclusive, dynamic and culturally enriched practice. By leveraging the philosophical insights provided by cultural philosophy, educators and policymakers can develop more holistic educational practices that not only meet economic demands, but also foster the students’ cultural, ethical and spiritual development. This holistic approach is crucial for preparing students to navigate and contribute to a diverse and rapidly changing world, ensuring that they are not only capable professionals, but also well-rounded individuals who value and contribute to their rich cultural landscapes.

4 ENLIGHTENMENT AND METHODS OF INTEGRATION PRACTICE

In the chapter on integrated practical methods, this article analyzes from three perspectives: transforming educational concepts, integrating into school curriculum goals and practical activities, and improving and optimizing cultural education mechanisms.

Transforming educational concepts to better integrate ethnic education, with outstanding traditional Chinese culture, necessitates a focused effort on reinforcing ethnic and national identities. As Luo et al. (2018, p. 17) advocate, it is essential to move beyond old educational stereotypes and merge beneficial traditional cultural knowledge with essential modern competencies. This synthesis fosters a well-rounded worldview, helping students develop a robust personal and social identity that respects their cultural heritage while being responsive to contemporary societal needs.

Incorporating traditional cultural elements into the school curriculum is a multifaceted process that extends beyond simply adding new courses. It involves a deep rethinking of the educational framework to ensure that traditional values are seamlessly integrated into the educational content and methods of delivery. For example, Ma and Xu (2018, p. 99) underscore the transformative potential of weaving traditional culture into learning environments through engaging and interactive practices that break away from the monotony typically associated with conventional teaching methods.

While South Korea's focus on making traditional culture relevant to contemporary settings offers a valuable model, examining broader international examples provides a richer perspective on successful integration strategies. Countries, like Canada and New Zealand, place a significant emphasis on incorporating indigenous cultures and languages into their national curricula. This approach has been effective in improving educational outcomes for minority students and in enhancing the preservation of their cultural heritage.

To transform educational paradigms effectively, several specific strategies are needed:

Curriculum Development: develop comprehensive curricula that integrate traditional cultural teachings across various subjects, not limited to specific cultural studies classes. This might include incorporating traditional narratives in language classes or exploring historical indigenous technologies in science lessons.

Teacher Training: equip teachers with the knowledge and tools needed to integrate cultural philosophies and traditional content effectively. This includes providing professional development programs that emphasize cultural competency and pedagogical strategies tailored to diverse classroom settings.

Community and Parental Involvement: actively engage community leaders and parents in the educational process to ensure that the integration of traditional culture respects authentic practices and meets community expectations.

Research demonstrates that students, who connect with their cultural heritage through education, tend to exhibit improved academic performance, enhanced self-esteem and a deeper respect for their communities. For instance, studies focusing on programs that integrate Native American cultural content, in the United States, have reported improved student engagement and success rates, highlighting the benefits of culturally responsive education.

Optimizing cultural education mechanisms involves more than curriculum and teaching reforms. It requires systemic changes to ensure that these integrations are sustainable and effective. This might include:

Resource Allocation: similar to South Korea's investment in traditional culture textbooks, other regions could benefit from dedicated funding for cultural education resources.

Policy Frameworks: establish clear policies that mandate the inclusion of traditional cultural content in schools, supported by guidelines and resources that assist schools in effectively implementing these policies.

Protecting the ethnic minorities’ rights and cultures must be prioritized. Legal safeguards and educational policies should support the preservation of minority languages, traditions and religions, promoting inclusivity and preventing cultural erosion. Schools should be encouraged to create environments where minority students feel valued and where their cultural identities are seen as assets rather than barriers.

By adopting these approaches and learning from international best practices, educational institutions can create more inclusive and dynamic environments that respect and celebrate cultural diversity. These environments provide students with the skills and knowledge needed to thrive in a globalized world. The strategies not only enrich the educational experience, but also contribute to a more cohesive and culturally sensitive society.

To further enrich the curriculum, an integration of Chinese ancient literature, history, philosophy and art should be systematically included. This would allow students to gain a comprehensive understanding and appreciation of traditional culture, thereby enhancing both their academic and personal development while preserving the scholarly references previously mentioned. This approach not only deepens students' knowledge, but also connects them more profoundly with their cultural roots, fostering a greater appreciation and respect for their heritage.

CONCLUSIONS

From a cultural philosophy perspective, the integration of outstanding traditional Chinese culture into ethnic education holds significant importance. By fostering and perpetuating traditional culture, we not only enhance national identity and promote ethnic unity, but also contribute to social stability. The values and wisdom embedded in traditional culture offer essential insights and inspiration for contemporary educational practices.

Fu (2019, p. 13) emphasizes the ongoing need to refine how traditional Chinese culture is inherited and promoted within educational systems, making it a fundamental component of ethnic education. This effort requires educators to delve deeply into the essence of traditional culture, adapt it to meet contemporary educational demands, and develop appropriate curricular content and pedagogical strategies. Moreover, it is crucial to bolster educational support in ethnic minority regions, encouraging students from these communities to recognize and preserve their unique cultural identities.

Ma (2020, p. 95) highlights the importance of fostering cross-cultural communication and dialogue, respecting the cultural distinctions among different ethnic groups to facilitate a harmonious coexistence of cultural diversity. Such mutual respect and tolerance are vital for achieving a truly integrative approach to incorporating outstanding traditional Chinese culture into ethnic education, thus contributing to a more inclusive and diverse societal fabric. This practice not only perpetuates and evolves Chinese cultural traditions, but also honors and preserves the rich diversity of human civilization.

Looking to the future, discussions on how to further this integration should focus on developing innovative educational models that seamlessly incorporate traditional values into modern educational frameworks. Research should continue to explore effective strategies for engaging diverse student populations and examining the impacts of these integrated educational practices on student outcomes. By continuing to adapt and evolve these educational practices, we can ensure that they remain relevant and impactful in an increasingly globalized world, thus maintaining a vibrant and dynamic link between past and present in every student’s educational journey.

Prática de integração da excelente cultura tradicional chinesa e educação étnica da perspectiva da filosofia cultural

Resumo: Este estudo ilustra a integração da cultura tradicional chinesa na educação étnica, em regiões minoritárias. Utilizando um quadro de filosofia cultural, investiga como melhorar mecanismos educacionais e transformar filosofias educacionais podem impulsionar a preservação cultural e aumentar a qualidade educacional. Ao incorporar valores culturais tradicionais nos currículos e atividades escolares, a pesquisa destaca métodos efetivos para promover o desenvolvimento e preservação das culturas minoritárias. Usando uma abordagem de métodos mistos, este estudo realizou entrevistas qualitativas com educadores e partes interessadas na educação étnica, suplementadas por pesquisas quantitativas de alunos e educadores, em áreas minoritárias. Os achados sublinham a importância das práticas educativas culturalmente informadas, para enriquecer tanto as paisagens culturais como educacionais dessas regiões.

Palavras-chave: Excelente cultura tradicional chinesa. Educação Ética. Filosofia cultural. Prática de integração. Nacionalidade minoritária.

REFERENCES

AN, L. M. Modernization of Excellent Traditional Chinese Culture: An Important Discussion on China's Excellent Traditional Culture. Teaching and Research, v. 54, n. 6, p. 13, 2020.

CATALA, A. B. Didactic Experiences in Literary Routes: Heritage, Literary Tourism and New Technologies. Contextos Educativos - Revista de Educación, n. 32, p. 231-249, 2023.

CHEN, H.; LU, W. W. 70 Years of Research on the Balanced Development of Education in Ethnic Regions of China. Journal of Southwest University: Social Sciences Edition, v. 45, n. 4, p. 19-28, 2019.

CHEN, Y. L.; REN, J. Y.; ZENG, Y. Exploration of the Development of Excellent Traditional Chinese Culture Education. Curriculum, teaching material and method. Teaching Methods, v. 39, n. 12, p. 89-95, 2019.

CUI, Z. Z. An Analysis of the Philosophy of Chinese Culture. Climbing: Philosophy and Social Sciences Edition, v. 39, n. 1, p. 15-20, 2020.

FU, X. H. The Dialectical Development of Marxism in the New Era and Excellent Traditional Chinese Culture. Journal of The Guangxi Institute of Socialism, v. 30, n. 1, p. 11-15, 2019.

HAO, X. X. The Inheritance and Development of Excellent Traditional Chinese Culture in the New Era. Journal of Anyang Institute of Technology, v. 20, n. 5, p. 54-56, 2021.

JOE, L.; SHERRY, R. The Right to Education, Prison-University Partnerships, and Online Writing Pedagogy in the US. Critical Survey, v. 23, n. 3, p. 23-39, 2011.

LIN, M. The Smart Resources Contained in Excellent Traditional Chinese Culture. Research on Cultural Soft Power, v. 5, n. 2, p. 69-77, 2020.

LIU, Y. J. The Pedagogical Construction of Field Concepts. Journal of Education, v. 14, n. 6, p. 21-33, 2018.

LUO, X. K.; SHANG, J. G.; HU, M. On the Construction of Interactive Mechanisms between Campus Culture and Ideological and Political Education in Universities. Journal of Huaihai Institute of Technology: Humanities and Social Sciences Edition, v. 16, n. 3, p. 16-19, 2018.

MA, D.; LU, W. Research on the Innovation of Patriotic Education Mechanism Based on Modern Organizational Theory. Journal of North China Electric Power University: Social Science Edition, v. 3, n. 2, p. 132-140, 2022.

MA, R.; XU, D. The Philosophical Connotation and Historical Foundation of Cultural Confidence and Cultural Consciousness. Journal of Hainan University: Humanities and Social Sciences Edition, v. 36, n. 4, p. 97-102, 2018.

MA, X. H. The significance and path of integrating excellent traditional Chinese culture into ideological and political education in universities. Journal of Zhejiang Shuren University: Humanities and Social Sciences, v. 20, n. 2, p. 93-96, 2020.

QIU, C. H. Research on Practical Countermeasures for the Integration of Excellent Traditional Culture and Ideological and Political Education of College Students. Journal of Changzhou Information Vocational and Technical College, v. 17, n. 3, p. 63-65, 2018.

QIU, W. P. The Theoretical Concept of Cassirer's Cultural Philosophy: Humans are Symbolic Animals. Journal of Tianjin University: Social Sciences Edition, v. 20, n. 3, p. 266-270, 2018.

SUN, G. D. Establishing cultural confidence in inheriting excellent traditional Chinese culture. Journal of Changchun University of Science and Technology: Social Science Edition, v. 31, n. 2, p. 80-83, 2018.

WANG, Y. An Outline of the National Governance Value of Traditional Chinese Cultural Resources. Journal of Guangxi Normal University: Philosophy and Social Sciences Edition, v. 53, n. 6, p. 50-55, 2018.

XIE, L. S. Philosophical Reflection on Cultural Confidence: From the Perspective of the Integration of Marxist Philosophy and Traditional Chinese Philosophy. Journal of Jiangxi University of Science and Technology, v. 39, n.4, p. 7-10, 2018.

YUAN, M. Promoting the Balanced Development of Compulsory Education in Ethnic Regions: Reinterpreting the Connotation and Deepening the Path. Ethnic Education Research, v. 30, n. 6, p. 93-98, 2019.

ZHANG, J. The Inner Logic of the Integration of Excellent Traditional Chinese Culture and Socialist Core Values. Journal of the Party School of the Tianjin Municipal Committee of the Communist Party of China, v. 21, n. 4, p. 44-49, 2019.

ZHANG, Z. W. The Practice of Integrating Excellent Traditional Culture with Modern Education Communication: Taking the Construction of Expandable Curriculum at Shuxi Primary School in Wuyi County, Zhejiang Province as an Example. Teacher Expo: Late Issue, v. 9, n. 8, p. 12-15, 2019.

ZHONG, C. J. Review of Chinese philosophy research. Chinese Literature and Philosophy Research Newsletter, v. 29, n. 3, p. 25-32, 2019.

Submission: 25/04/2024 – Decision: 19/06/2024

Revision: 05/09/2024 – Publication: 15/102024

Notes

[←1]

School of Marxism, Southwest Medical University, Luzhou, 646000 – China. ORCID: https://orcid.org/0009-0003-4632-4932. E-mail: leichenn01@hotmail.com.

Table of Contents

1

←1