Evaluation on the interaction between Chinese traditional philosophical culture and higher education ideas

• Autor(a) principal: Zhang, Yan
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Trans/Form/Ação (Online)
• Texto Completo: https://revistas.marilia.unesp.br/index.php/transformacao/article/view/14625
• topic: Interactive Relationship; Higher Education Concept.; Traditional Chinese Philosophical Culture.; Philosophy and Education.; Relação interativa; Conceito de ensino superior; Cultura filosófica tradicional chinesa; Filosofia e educação

The concept of higher education is the accumulation and philosophical implication of China’s excellent traditional culture, as well as the humanistic spirit and philosophical thought with Chinese characteristics. However, the current concept of higher education has problems, such as inaccurate target positioning, emphasizing theoretical teaching, neglecting practice and being difficult to adapt to market and social needs. How to solve these problems and promote the concept of higher education to glow with new vitality in the new era is currently an urgent issue to be solved. Therefore, this article focused on traditional Chinese philosophical culture and explored the interactive relationship between traditional Chinese philosophical culture and higher education concepts. This article attempted to analyze the relationship between traditional Chinese philosophical culture and higher education concepts from the perspective of their interaction, significance and ways to achieve interaction. The study found that the interaction between traditional Chinese philosophical culture and higher education concepts is of great significance, and it was an important starting point for educational reform to demonstrate new achievements in the new era. This article hoped that the study of the interactive relationship between the two can help people better understand the concept of higher education, better grasp the significance of higher education concepts in the new era from both knowledge and behavior, and provide more theoretical basis for higher education reform.