Epistemological Challenges and Breakthroughs in the International Dissemination of China's Educational Modernization Discourse
While modernization refers to a process of social civilization,modernity represents epistemological expression of this process.The modernization journeys of different countries manifest distinct forms of localized modernity.At present,western modernity,characterized by its epistemological hegemony and colonial nature,has become an established consensus in the international academic community.In order to transcend the constraints of western modernity,"cultural self-awareness"emerges as an explicit appeal in the modernization of China's education."Life-Practice"constructed by Professor Ye Lan's team and"Chinese Teenager Cultivation"constructed by Professor Liu Tiefang reflect the cultural genes of China's educational discourse.However,how to uphold the integrity of these localized cultural genes while innovatively expressing and disseminating them internationally remains a pressing issue for educational scholars.This paper,using the above two examples of China's educational discourse with distinct characteristics,explores the epistemological challenges and breakthrough pathways they face in international communication and dissemination.It proposes strategies for translation,dissemination,and dialogue pathways at the levels of discourse,culture,and epistemology,providing a paradigm for effectively telling China's story to the world.
education modernizationinternational expression and disseminationepistemological challenges and breakthroughs"Life-Practice""Chinese Teenager Cultivation"
万方数据
维普
