This book is structured in two major parts: the Modern Period and the Contemporary Period. The former (1840–1949) explores the interaction and integration of Chinese and Western educational ideas, with chapters dedicated to key trends. The latter (1949–2010) traces the evolution of educational thought through distinct historical stages. The overarching theme is China’s educational modernization as a contested, adaptive process—shaped by efforts to reconcile traditional values with global ideas, address national crises, and meet the needs of diverse populations. In the modern era, it focuses on how educators sought to “save the nation through education”, debating whether reform or revolution was the path forward. In the contemporary era, it explores how education served socialist nation-building, navigated political upheavals, and evolved to support economic development and global integration. This volume is an indispensable resource for anyone seeking to understand China’s educational past and its implications for global education discourse. It is more than a history of Chinese education—it is a study of how a nation’s intellectual and educational journey reflects its quest for prosperity, equity, and cultural continuity. It invites readers to rethink assumptions about “modern” education and appreciate the complexity of educational reform in a rapidly changing society.
Part 1 The Modern Section.
Chapter 1 The Interaction and Integration of
Chinese and Western Thoughts on Education.
Chapter 2 Modern Chinese Thoughts
on Westernization Education.
Chapter 3 Modern Chinese Thoughts on
Modernization Education.
Chapter 4 Modern Chinese Thoughts on Personalized
Education.
Chapter 5 Modern Chinese Thoughts on Populace Education.
Chapter
6 Modern Chinese Thoughts on Rural Education.
Chapter 7 Modern Chinese
Thoughts on Life Education.- Part 2 The Contemporary Section.
Chapter 8
Evolution of Contemporary Chinese Education.
Chapter 9 The Founding Period
of Contemporary Chinese Thoughts on Education (1949-1956).
Chapter 10 The
Exploratory Period of Contemporary Chinese Thoughts on Education
(1957-1963).
Chapter 11 The Chaotic Period of Contemporary Chinese Thoughts
on Education (1964-1976).
Chapter 12 The Reconstruction Period of
Contemporary Chinese Thoughts on Education (1977-1990).
Chapter 13 The
Advancing Period of Contemporary Chinese Thoughts on Education (1991- ).-
Chapter 14 The Basic Theories of Contemporary Chinese Education.
Chapter 15
Contemporary Chinese Thoughts on Teaching.
Chapter 16 Contemporary Chinese
Thoughts on Moral Education.
Chapter 17 Chinese Educational Science in the
21st Century.- Afterword.
Yongxin Zhu is a member of the standing committee of the Chinese Peoples Political Consultative Conference, member of the Central Committee of China Association for Promoting Democracy, deputy mayor of Suzhou City, full-time professor at Suzhou University, and part-time professor at Beijing Normal University, Nanjing Normal University, and Tongji University. He is also a member of the Supervisory Committee of Psychology Teaching in Higher Education, Ministry of Education, and a member of Teacher Education Expert Committee. Zhus publications include Chinese Wisdom of Management, Psychology of Management, Psychology of Human Resource Management, and Essays on Education by Zhu Yongxin (10 volumes). He also compiled and edited Serial Translation of Excellent Textbooks of Educational Science, Collection of Essays on New Education, and Collection of Essays on Online Education. He has supervised a number of major research programs supported by the State Fund for Natural Sciences, State Fund for Social Sciences, and the UNESCO Fund.
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