Interweaving nationalism and cosmopolitanism in the cultivation of Confucian citizens through classics reading in contemporary China

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI:10.1386/ctl_00130_1

Canglong Wang

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引用次数: 1

Abstract

Focusing on nationalism and cosmopolitanism as elements influencing the discourse and practice of citizenship and citizenship education, this study discusses how they are construed and implemented by contemporary Confucian educational practitioners. By analysing the theoretical discourses of Confucian classical education and the pedagogical practices of a specific Confucian school, this study reveals the interweaving of nationalism and cosmopolitanism and the pedagogical practices involved in cultivating students as Confucian cosmopolitan citizens with a Chinese national identity. These findings contribute from an Indigenous perspective to the understanding of the shaping of civic subjectivity embedded in the Chinese Confucian context, in line with the ongoing intellectual shift towards post-orientalist citizenship. The study concludes that Confucian education has the potential to inspire citizenship and citizenship education studies by contributing ideas regarding the complexities of the relationship between national identity and global awareness emerging from Chinese politico-cultural circumstances to the internationally recognized rhetoric on citizenship.

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当代中国读经培养儒家公民中的民族主义与世界主义交织

本研究以民族主义和世界主义作为影响公民话语和公民教育实践的因素，探讨当代儒家教育实践者如何理解和实施它们。本研究通过分析儒家古典教育的理论话语和特定儒家学派的教学实践，揭示了民族主义与世界主义的交织，以及将学生培养为具有中国民族认同的儒家世界公民的教学实践。这些发现从本土的角度有助于理解嵌入在中国儒家背景下的公民主体性的形成，与正在进行的向后东方主义公民的智力转变相一致。该研究的结论是，儒家教育具有启发公民和公民教育研究的潜力，通过提供有关中国政治文化环境中出现的国家认同和全球意识之间关系的复杂性的想法，以及国际公认的公民修辞。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.