2012
DOI: 10.1111/j.1467-9752.2012.00859.x
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Philosophy of Vocational Education in China: A Historical Overview

Abstract: Historically, Chinese educational philosophy has been dominated by Confucianism and, since 1949, by Marxism. However, rapid industrialization, ideological demands, and loyalty to traditions have now led to a situation where various Western philosophies have been adopted into vocational education in hopes of moving the country forward without challenging the status quo too vigorously. The result is that China presently has no clear philosophical foundation that can help the country make solid decisions on how v… Show more

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Cited by 16 publications
(10 citation statements)
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“…In contemporary China, the old concept "a good scholar can become an official" is still deeply rooted and cannot be changed overnight while "skills are respected and labor is noble" has not been well passed on yet. Being a technical specialist and working with one's hands are not the ideals sought (Schmidtke & Chen, 2012). Vocational skills are still considered to be taught to lower-class children.…”
Section: Discussion and Recommendationmentioning
confidence: 99%
See 1 more Smart Citation
“…In contemporary China, the old concept "a good scholar can become an official" is still deeply rooted and cannot be changed overnight while "skills are respected and labor is noble" has not been well passed on yet. Being a technical specialist and working with one's hands are not the ideals sought (Schmidtke & Chen, 2012). Vocational skills are still considered to be taught to lower-class children.…”
Section: Discussion and Recommendationmentioning
confidence: 99%
“…Based on an ethnographic fieldwork conducted in 2007-2012, Mette Halskov Hansen and T. E. Woronov (2013 stated:…”
Section: Literature Reviewmentioning
confidence: 99%
“…to A.D. 220) with formal education limited to those who could pass competitive examinations that ultimately dictated access to prestigious civil service positions (Zhao, 2014). This imperial examination system, known as the keju , lasted for 300 years and contributed to a pedagogical tradition that prioritized memorization and focused on learners’ knowledge of Confucian classics, while also inculcating a cultural predilection for the elite, educated classes and a corresponding disdain for manual labor (Schmidtke & Chen, 2012; Zhao, 2014). The next stages of China’s postsecondary education system were characterized by a period of influence from foreign countries, starting with Western language and missionary-led colleges in the early 20th century (Yeh, 2004).…”
Section: The Role Of Technical Colleges In Debates About College-to-wmentioning
confidence: 99%
“…Korean civil servants, in turn, had been inspired by earlier conversations at the World Economic Forum in 2001 and by a related article in the business press (The Economist, 2001;Park, 2013). 1 For an excellent introduction to the development of vocational education in China, see Wang and Jiang (2013); Kuczera and Simon (2010) give an overview from an OECD perspective; Schmidtke and Chen (2012), Yi et al (2013) and Yu (2013) provide helpful insight into the related literature. The optimal growth perspective is developed in an original way by Acemoglu et al (2012).…”
Section: Education In the Green Growth Literaturementioning
confidence: 99%