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He thought this idea misleadingly framed Chinese learning as in opposition to Western learning. [21] In 1987, Zhang introduced the idea of "cultural view of comprehensive innovation". He proposed that “the Chinese nation is the main body of building a new socialist Chinese culture, and socialism is the guiding principle of China's new culture.
The manifesto makes recommendations for Chinese culture to accept scientific and technological advances, but more clearly lays out lessons for the West to learn. [17] The list includes five elements that, according to the manifesto, “the west must also learn from the East if it is to carry out its task as the world’s cultural leader.”
The Great Learning represented a key aspect of the Chinese curriculum and can be found in virtually all aspects of Chinese culture. The Great Learning within the Chinese curriculum acted as a "springboard" for further learning, "self cultivation and investigation of things." Through self-cultivation one can bring order and harmony to one's mind ...
English: This is a PDF file of the Mandarin Chinese Wikibook, edited to include only the Introduction, Pronunciation and complete or somewhat complete lessons (Lessons 1-6). Does not include the Appendices, Stroke Order pages, or the Traditional character pages.
The eastward spread of Western learning (simplified Chinese: 西学东渐; traditional Chinese: 西學東漸) refers to the spread of Western technologies and ideologies in China since the late Ming dynasty, which is contrast with the westward spread of Eastern learning (simplified Chinese: 东学西传; traditional Chinese: 東學西傳) that introduced Chinese technologies and ideologies to ...
Chinese as a foreign or second language is when non-native speakers study Chinese varieties.The increased interest in China from those outside has led to a corresponding interest in the study of Standard Chinese (a type of Mandarin Chinese) as a foreign language, the official language of mainland China, Taiwan and Singapore.
The Doubting Antiquity School's opinion and claims were not universally accepted by other schools in 1920s. Major critics of the Doubting Antiquity School were historians from the Historiography and Geography School (史地學派) of the National Central University in Nanjing and the academics associated with the academic journal Critical Review, or termed the Xueheng School.
Chinese scholars of the time were eager to find ancient roots for the Chinese nation and to believe that the Yellow Emperor and other ancient figures were historical, not mythical. They were quickly attracted by "the historicization of Chinese mythology" that the two Japanese authors advocated.