scholarly journals Cai Yuanpei’s Vision of Aesthetic Education and His Legacy in Modern China

2021 ◽  
Vol 5 (2) ◽  
pp. 51-64
Author(s):  
Ning LUO
Keyword(s):  
Moral Education ◽  
Interdisciplinary Approach ◽  
Aesthetic Education ◽  
Modern China ◽  
Western Philosophy ◽  
Chinese Education ◽  
Modern Chinese ◽  
Whole Person ◽  
China Studies ◽  
Education In China

Cai Yuanpei is widely understood to have been a traditionally educated Chinese scholar who then turned his attention to Western philosophy. He is known to have played a central role in the development of Republican educational philosophies and institutions, with a legacy that continues to inform education in China. Studies tend to interpret Cai Yuanpei’s approach to aesthetic education in light of his educational experience in Germany, regarding him as a Kantian scholar. However, the Confucian roots of his aesthetic education seldom draw scholarly attention. To fill the gap, this article examines Cai’s vision of aesthetic education based on both his academic background in the East and his knowledge of Western philosophy and maps out his influence on and legacy in aesthetic education in China. It argues that Cai’s vision of aesthetic education has influenced modern Chinese education in three main ways: by bridging the gap between moral education and aesthetic education to nurture citizenship, by encouraging aesthetic education for whole-person development, and by adopting an interdisciplinary approach to school aesthetic education. The article concludes by reflecting on the enduring value of Cai’s vision of aesthetic education to modern Chinese education.

scholarly journals Art education in China in the XX century: national traits, international trends, and Russian influence (on the example of the Central Academy of Fine Arts)

2021 ◽  
pp. 54-65
Author(s):  
Shujing Wang
Keyword(s):  
Art Education ◽  
Fine Arts ◽  
Education Institution ◽  
Modern China ◽  
Chinese Education ◽  
International Trends ◽  
National School ◽  
History Of ◽  
Modern Artists ◽  
Education In China

The Central Academy of Fine Arts is the only higher education institution of fine arts under the jurisdiction of the Ministry of Education of the People's Republic of China. The history of the National Art School in Beiping dates back to the establishment of the National School of Fine Arts in Beijing in 1918, which was supported by the prominent pedagogue of art and its first director Cai Yuanpei. It was the first national school in the history of China, laid the foundation for the modern Chinese education in the field of fine arts. This article is dedicated to the analysis of the key events of more than a century-long history of the school, which allows tracings the evolution of the Chinese art education, and gives a better perspective on the role of modern China in the art world. The novelty of this work lies consists in description of the process of establishment of art education in China in the XX century, classification of the national traits of this period on the example of the Central Academy of Fine Arts in Beijing, as well as analysis of the Soviet impact upon the Chinese education in the field of art history. The international cooperation with the Russian School of Painting, namely I. E. Repin Academy of Fine Arts had a beneficial impact. The study of Chinese students in the USSR allowed the following generations to implement such valuable experience. The ancient techniques and plotline received a new life in the works of modern artists, which are justifiably regarded as the achievement and progress in the national culture.

scholarly journals When good art is bad: Educating the critical viewer

2020 ◽  
Vol 18 (2) ◽  
pp. 137-150
Author(s):  
Laura D’Olimpio
Keyword(s):  
Moral Education ◽  
Oscar Wilde ◽  
Aesthetic Education ◽  
The Other ◽  
Martha Nussbaum ◽  
Ethical Criticism ◽  
Aesthetic Value ◽  
Moral Sentiments ◽  
Educational Implications ◽  
Wayne Booth

There is a debate within philosophy of literature as to whether narrative artworks should be judged morally, for their ethical value, meaning and impact. On one side you have the aesthetes, defenders of aestheticism, who deny the ethical value of an artwork can be taken into consideration when judging the work’s overall aesthetic value. Richard Posner backs artists such as Oscar Wilde who famously wrote, ‘there is no such thing as a moral or an immoral book. Books are well written, or badly written. That is all’. On the other side of the debate are proponents of ethical criticism such as Martha Nussbaum, Wayne Booth, Noël Carroll and Mary Devereaux. This article examines the educational implications of each position and ultimately defends the importance of moral education alongside aesthetic education. Given artworks are powerful vehicles for moral sentiments and meaning, it is important that viewers are taught to engage critically with art’s ethical features as well as aesthetic features. In this way, educational concerns pose a challenge to the position of aestheticism.

scholarly journals Between Texts, Beyond Words

2018 ◽  
Author(s):  
Nicoletta Pesaro
Keyword(s):  
Cultural Practices ◽  
Cross Cultural ◽  
Modern China ◽  
Cultural Translation ◽  
Western Literature ◽  
European Languages ◽  
Modern Chinese ◽  
Modern Japan

This volume offers an overview on a variety of intertextual, interdiscursive and cross-cultural practices in the field of translation between Asian and European languages. From a twelth-century Persian poet to a Chinese female novelist of the last century, from the ‘cultural translation’ of Christian texts carried out in pre-modern Japan and modern China, up to the making of the modern Chinese theory of translation based on its encounter with Western literature, the articles collected provide many valuable insights, ensuring a deeper comprehension of the evolving relations between cultures and of the tools adopted by both Asian and European translators on each particular occasion.

The “Two Ways” of Citizenship Education in China

2019 ◽  
pp. 152-171 ◽  
Author(s):  
Pablo Alberto Baisotti
Keyword(s):  
Moral Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Guangdong Province ◽  
Ministry Of Education ◽  
Global Literature ◽  
Government Documents ◽  
Education In China ◽  
General Secretary ◽  
Different Levels

This chapter aims to analyze the “Chinese way” of citizenship education as a meeting place between the historical lessons of Confucianism, Marxist-Leninist socialist ideology, and newer concepts of global citizenship. Furthermore, this project seeks to understand how the model of education for “global” citizenship fits within the established system of ideological and moral education. To this end, research was carried out at three different levels. Firstly, a review of the most recent and “global” literature on education for citizenship was conducted. Secondly, public government documents were studied and compared, in particular, those from the Ministry of Education and the Association for Higher Education, which is supervised by the Chinese communist party and its General Secretary, President Xi Jinping. Thirdly, surveys were conducted to gauge the degree of involvement of students in their own citizenship education at high school and university level. Finally, a field study was conducted at Sun Yat-Sen University in Guangdong province (Zhuhai campus).

scholarly journals Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China

2018 ◽  
Vol 1 (1) ◽  
pp. 76-106 ◽  
Author(s):  
Yong Zhao
Keyword(s):  
Educational Policies ◽  
Chinese Education ◽  
Assessment Data ◽  
New Paradigm ◽  
The West ◽  
Unique Position ◽  
The World ◽  
International Assessment ◽  
International Borrowing ◽  
Education In China

Purpose —The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods —This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings —The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value —Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.

Confucius Educating Humanity

1998 ◽  
pp. 168-172
Author(s):  
Chen Huazhong
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Aesthetic Education ◽  
Teaching Activities ◽  
Teaching Activity ◽  
The People ◽  
Teaching Principles ◽  
Confucian Philosophy ◽  
The Masses ◽  
The Analects

The basic conception of Confucius' philosophy is ren, i.e., humanity, while humanity is at the same time the leitmotiv of our epoch. This accounts for why the Confucian idea is close to contemporary readers and why his teaching principles and methods has maintained vitality throughout history. Confucius explained humanity as 'to love the people,' or 'to love the masses extensively.' This led him to provide equal opportunities education and to carry out teaching activities in dialogue with his disciples. The overall development of everyone's potential ability constitutes the most important part of Confucius' notion of humanity. He practiced moral education, intellectual education, physical education and aesthetic education through his 'six artcrafts': 'The wise have no perplexities, the humanists have no worries, the courageous have no fears.' His philosophy originated from his political practice and teaching activity. Based on experience, its principles and methods are pragmatic rather than speculative. Confucius has been honored as a paragon of virtue and learning by Chinese people for thousands of years. The main documents of Confucian philosophy consists in recorded dialogues and discourses with his disciples: The Analects. Thus it may seen that his lectures sent forth an amiable intimacy, and his philosophic discourses were characterized distinctively by an element of feeling.

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