Han Zhen

If modernity is manifested as essentialism, postmodernity is manifested as anti-essentialism. Modernity is, in essence, human beings’ discovery of their own power, and is based on rational knowledge that has grasped the essence of things. In fact, in the discourse system of modernity, the various concepts of “essence” connote nothing but people’s imaginative constructions and rational conjectures about objects. In the past, our order, be it internal or external, was in essence guaranteed by God. Afterwards, all “essences”, as essences, must rationally prove the reason for their existence. In the postmodern context and discourse system, God, and also the “human being” who has created essence, has “died”. We should not simply resume the belief in traditional essence, but should reconstruct, on the basis of a full understanding of the intellectual meaning of postmodernity’s challenges, some historicity, practicality, and the concept of essence that accords with the historical as well as communicative rationality. We must realize that the essence of things is the essence of particular things in a particular stage of development, internally containing infinite differences and variety. Only things with postmodern traits contain modernity, and only the concept of essence that conceives difference accords with time.

Well-developed educational system leads to a strong country. The Chinese government has emphasized and clarified the priority of developing the Chinese educational system, and it has accelerated efforts to modernize it to position China as one of the world leaders in education. This essay discusses the priority of developing the Chinese educational system, and it outlines the main factors for the construction of a modern theoretical system of education with Chinese characteristics. It argues that this construction should be based on the actual practice of education in China in the new era, it should be deeply rooted in the methods and wisdom of traditional Chinese education, it should incorporate the educational ideology and concepts nurtured by the modern Chinese revolutionary culture, it should draw on the latest scientific advancements and achievements throughout the world and keep pace with the development of the times, and, finally, it should be informed by the study of the nature and development of human beings with special attention to the theoretical issues embedded in educational activities themselves, which relate to the deepest levels of a philosophical worldview.

This work illustrates China’s values and how they are practiced. After introducing readers to the theories, systematical structure, historical status, and influence of traditional Chinese values, it points out major developmental trends in connection with modernization. Further, it explores the significance of the contemporary reconstruction of Chinese values and argues that these values can be divided into three layers: values-based goals of national development, Chinese values concepts, and norms of values in a civil society. On this basis, it subsequently interprets the core socialist values “Prosperity, Democracy, Civility and Harmony,” the value concepts “Freedom, Equality, Justice and Rule of Law” and values-based norms “Patriotism, Dedication, Integrity and Friendship.”

本书是系统、深入总结中国社会价值观及其经验的一部具有代表性的著作。在介绍中国传统价值观的理论内涵、体系结构、历史地位与影响的同时,揭示其现代转化的理论创新点与发展新趋势；探讨当代中国社会进行价值观建构的意义，分析当代中国社会主义核心价值体系建构过程中的经验和问题;提出价值观可以分成“国家发展的价值目标”“社会进步的价值理念”“公民素养的价值规范”三个层面，在此基础上，对当代中国国家发展的价值目标“富强、民主、文明、和谐”，当代中国社会进步的价值理念“自由、平等、公正、法治”,当代中国公民素养的价值规范“爱国、敬业、诚信、友善”的内容进行了系统阐释。本书是系统、深入总结中国社会价值观及其经验的一部具有代表性的著作。在介绍中国传统价值观的理论内涵、体系结构、历史地位与影响的同时,揭示其现代转化的理论创新点与发展新趋势；探讨当代中国社会进行价值观建构的意义，分析当代中国社会主义核心价值体系建构过程中的经验和问题;提出价值观可以分成“国家发展的价值目标”“社会进步的价值理念”“公民素养的价值规范”三个层面，在此基础上，对当代中国国家发展的价值目标“富强、民主、文明、和谐”，当代中国社会进步的价值理念“自由、平等、公正、法治”,当代中国公民素养的价值规范“爱国、敬业、诚信、友善”的内容进行了系统阐释。