Epistemological Dimension Model of Higher Education with Chinese Characteristics: Concept, Context, and Practice
- 148 Downloads
Chinese characteristic higher education is inherently embedded in both Chinese traditional culture and Chinese modern political culture. This chapter examines the ontological conception of Chinese characteristic higher education both from the conceptual and political perspective. First, illustrating the government agendas and politics for constructing Chinese characteristic higher education, it shows that the roles played by individual universities or colleges.
- Altbach, P. G. (2003). The costs and benefits of world-class universities. International Higher Education, 33, 5–8.Google Scholar
- Altbach, P. G. (2007). Empires of knowledge and development. In P. G. Altbach & J. Balan (Eds.), World class worldwide: Transforming research universities in Asia and Latin America (pp. 1–28). Baltimore: Johns Hopkins University Press.Google Scholar
- Chen, Z. (2015). The study of the principal responsibility system under the leadership of the Party committee of colleges and universities in the new period. Journal of the National Institute of Education Administration, 07, 9–12. (in Chinese).Google Scholar
- Clark, B. (1978). In J. V. de Graff, et al. (Eds.), Academic power: Patterns of authority in seven national systems of higher education (pp. 164–189). New York: Praeger.Google Scholar
- Clark, B. (1983). The higher education system: Academic organization in cross-national perspective. Berkeley: University of California Press.Google Scholar
- CPCCC [The Communist Party of China Central Committee] and The State Council (1993, February 13), Zhongguo jiaoyu gaige yu fazhan gangyao [The guidelines for the reform and development of education in China]. http://www.moe.gov.cn/edoas/website18/info3334.htm.
- DUER (2013). The relationship between Ideological and political teachers ‘theoretical literacy and college students’ Marx ideology education. Journal of Jiangsu Normal University (EDUCATION SCIENCE EDITION), 4(S3), 1–3. (in Chinese).Google Scholar
- Hayhoe, R. (2001). Lessons from the Chinese academy. In R. Hayhoe & J. Pan (Eds.), Knowledge across cultures: A contribution to the dialogue among civilizations (pp. 323–347). Hong Kong: CERC.Google Scholar
- Hayhoe, R., & Liu, J. A. (2009). China’s universities, cross-border education and the dialogue among civilization. In D. W. Chapman, W. K. Cummings, & G. A. Postiglione (Eds.), Border crossing in East Asian higher education (pp. 77–102). Dordrecht and Hong Kong: Springer/CERC.Google Scholar
- Hayhoe, R. & Zhong, N. (2001). University autonomy and civil society in modern China. In Peterson, R., Hayhoe G., & Lu, Y. (Eds.), Education, culture and identity in 20th century China (pp. 265–296). Ann Arbor: University of Michigan Press.Google Scholar
- Jin, N., l. (2017). The event in higher education: a fundamental task and mission of the times. China Higher Education, 2017(18), 8–12 (in Chinese).Google Scholar
- Li, J. (2009b). Confucianism. In D. Fong (Ed.), Encyclopedia of modern China (Vol. 1, pp. 347–351). NewYork: Scribner’s.Google Scholar
- Pan, J. (2016). The connotation and action frame of “double class” construction. Jiangsu High Education, 05, 24–27. (in Chinese).Google Scholar
- Stake, J. E. (1997) Response to Haskell: Academic freedom, tenure, and student evaluations of faculty. Educational policy analysis archives V5# 8. Available http://olam.ed.asu.edu/epaa/v5n8.html.
- Wang, X. (2011). The practice exploration of constructing the higher education ideological system with Chinese characteristics—Review and summary of the International Forum on Higher Education in the past ten years. Chinese higher education research, 2011(08), 3–12. (in Chinese).Google Scholar
- Weihe, X. & Wen, W. (2015). Independence of Chinese higher education—analysis of the discourse system of higher education research with Chinese characteristics. Chinese Higher Education Research, 2015(08), 1–2 + 9.Google Scholar
- Zhong, B. & Fang, F. (2016). The first class undergraduate education is the important connotation of “double class” construction. Chinese university teaching, 2016 (04), 4–8 + 16 (in Chinese).Google Scholar
- Zhou, Y. (2010). Speed up the construction of higher education system of higher education with Chinese characteristics. Higher Education Research, 2010, 30(10), 1–5 (in Chinese).Google Scholar
- Zhou, Y. (2013). Speed up the construction of “higher education thought system with Chinese characteristics”. Chinese Higher Education Research, 09, 1–2. (in Chinese).Google Scholar
- Zhou, G., & Wu, J. (2016). What is the world class subject. Chinese Higher Education Research, 1, 65–73. (in Chinese).Google Scholar