What are the differences between different classes of people in Britain? Mainly in terms of values, behavioral patterns, and thinking patterns (more details will be given extra points).

Between Tradition and Modernity: An Analysis of Mainstream Values Education for British Undergraduates

Abstract: Faced with the conflict between tradition and modernity, mainstream values education for British undergraduates includes both the ****same spiritual kernel of liberty, equality, fraternity, rationality, democracy, the rule of law, human rights, and individualism of the Western capitalist world, as well as the elements of the traditional gentleman's culture in terms of content, and also absorbs contemporary values of a universal nature. universal values; in terms of implementation, it retains traditional methods such as undergraduate tutorship and religious education, but also focuses on the pursuit of diversification in the implementation of values education, and seeks to shape the mainstream values education for college students that both meets the requirements of the times and has British characteristics through the integration mode of binary transcendence.

Keywords: Britain, higher education, values education, traditional culture, globalization

[Funded by] 2008 Ministry of Education, Philosophy and Social Science Research Major Project "Socialist Core Value System in the Ideological and Political Education of College Students" (Project Approval No. 08SZ1011).

I. The Content of Mainstream Values Education for College Students in Britain and Its Cultural Implications

(1) The Changing Legacy: The Spiritual Kernel of the Western Capitalist World

The origin of the culture of the Western capitalist world can be traced back to the Ancient Greek culture. Ancient Greek culture forged the tradition of Western civilization, which brought to Europe the spirit of science, freedom, equality, rationality, and democratic humanistic thinking, and in its richness nurtured the foundations of many disciplines, such as Western philosophy, history, and literature, and its democratic system became the model for European democracy for generations to come, where many important political concepts, such as citizenship, political life, government, politicians, and political science, etc., were founded. "The Greeks taught the Europeans to love truth and liberty; the Romans taught the Europeans how to organize and love the state." [1] In 146 B.C., the Romans occupied Greece and gradually formed a vast empire spanning Europe, Asia, and Africa. The Romans formed their own culture on the basis of absorbing Greek culture, and in order to meet the needs of imperial rule, they formulated the complete "Roman law", which is not only a representative of the spirit of Roman culture, but also the source of the Western bourgeoisie's legal system and concepts. In 476 A.D., the Western Roman Empire fell, and Europe entered the Middle Ages. Although the imperial regime ceased to exist, the dominance of Christianity in people's thinking formed during the imperial period remained unshaken and profoundly influenced the ethical thinking of the bourgeoisie. Christian ethics made people believe that the fruits of their labor came from God's bounty, and therefore people should work hard and return to the society with a grateful heart and a sense of social responsibility. In addition, the universal love for the world and for mankind that Christianity preached led directly to the bourgeoisie's idea of "fraternity. [2]

The 14th and 16th centuries saw the dawn of the Renaissance in the Western world, when the value of the individual was rediscovered and the idea of individualism emerged. After the Reformation, the authority of the Roman Papacy was broken, and individualism was again clothed in the garb of nationality, contributing to the rise of nationalist thought. Subsequently, after the Western world had ****together gone through major movements such as the Enlightenment and the bourgeois revolution, the ****together values formed in the cultural changes were again combined with the bourgeoisie's ideology, and ultimately forged the ****together spiritual kernel of liberty, equality, fraternity, rationality, democracy, the rule of law, human rights, and individualism in the Western capitalist world.

(II) Freedom in Conservatism: Gentleman's Culture with British Characteristics

The mainstream values of the British society not only have the ****same qualities as the values of Western capitalism, but also have formed their own unique content - the gentleman's culture - in the process of long-term historical development. The formation of gentleman culture is inseparable from the British people's national character with conservatism and compromise. The British people in dealing with social and personal relations advocate a kind of socialized individualism, this kind of individualism values and the French-style rational constructivism of individualism is different, it does not take human reason as the standard for judging everything, but the limited rationality as the theoretical basis, recognizing the social tradition of human constraints and guidance, therefore, the British society tends to be more conservative and traditional, advocating progressive social improvement,[3] rather than fierce French-style social revolution.

Influenced by this socialized individualism, Britain has developed a unique gentleman's culture, and has become its high generalization in cultural values. Gentlemen's culture is a product of the compromise between the aristocracy and the bourgeoisie since the bourgeois revolution, combining both the aristocratic spirit of the Middle Ages and bourgeois values. This culture was at first confined to the circle of the ruling class, but later gradually penetrated into other social classes through its radiation,[4] and became the mainstream cultural values of society. Gentleman culture emphasizes that people should have elegant life interest, attaches importance to the use of literature, art, philosophy and so on to cultivate people's sentiments, requires people to have a high moral cultivation and courteous manners, and focus on the pursuit of reason. [5] This value focuses on people's freedom and independence and personality development on the one hand, while on the other hand, it requires people to respect cultural traditions and governmental authority, emphasizes the fulfillment of social responsibility and acting calmly, and the value embodied pursues a kind of freedom in the midst of conservatism.

(III) Choices in Globalization: Contemporary Values with Universal Application

The flood of globalization is rolling in, and countries all over the world are plunging into it. Against this background, many values are no longer the exclusive property of a particular country or culture, but are the subject of *** enjoyment by the people of the world. In the face of the reality of the increasing number of universal values in contemporary times, the content of mainstream values education for British university students, while reflecting the ideology of a capitalist country and the characteristics of the British nation's own culture, also actively explores and integrates such universal values as fairness and justice, the spirit of innovation, sustainable development and so on. On the other hand, with the intensification of inter-ethnic interactions, the increasing complexity of the British national composition and the flourishing of multiculturalism in society, universities have also realized that promoting universal values in values education is an ideal choice to avoid the suspicion of cultural discrimination, and thus the influence of universal modern elements in mainstream values education has been increasingly enlarged, and has become the most influential element of the "mainstream". The modern element of universality is expanding its influence in mainstream values education and has become the "first class" of the "mainstream".

The implementation of mainstream values education for British university students

(1) Mainstream values education in professional courses

There are many types of professional courses in British universities, and different professional courses will penetrate the mainstream values of the society according to their own characteristics, so that they can play the role of mainstream values education for students in a subtle way. Taking the Master of Science in Global Health Science (MSc in Global Health Science) at the University of Oxford as an example, the course requires students to engage in one year of full-time study, aiming to train leaders in international health organizations and government health departments.[6] The course is designed to provide students with the opportunity to develop their skills and knowledge in the field of global health science, as well as to develop their skills and knowledge in the field of global health. [6] The program consists of four mandatory course modules and two advanced elective modules, of which the mandatory course modules include Challenges in Global Health, Health Policy and Public **** Health, Principles of Epidemiology, and Statistical Concepts in Global Health. [7] Among these four modules, the "Health Policy and Public **** Health" course is more obvious in terms of values education, which not only requires students to master the main principles of public **** health, but also requires students to understand the impact of different values, ethics and cultures on human health, and to master the mainstream values shared by people in the field of health care, as well as to pay attention to and handle the health of the population. identify with the dominant values, and to focus on and address issues of global justice. [8]

In terms of elective courses, the program offers students advanced elective modules in Tropical Medicines, Immunology, Health Economics, International Development and Health, Maternal and Child Health, and International Research Ethics. Of these, the Health Economics and International Development and Health courses are heavily infused with social justice issues in their content,[9] while the International Research Ethics program The International Research Ethics course teaches students what is recognized as ethical research and what is considered ethical research. It can be seen that the curriculum of the program, due to the nature of the program, mainly promotes contemporary universal values such as social justice and global justice to students, but it also inevitably promotes values and ethics mainly shared by British people in the corresponding courses.

(II) Education of Mainstream Values in Tutorial Guidance Activities

The undergraduate tutorial system, which first originated in the 14th century at the University of Oxford in England, and gradually expanded to other universities in the United Kingdom, is a distinctive feature of higher education in the United Kingdom. This system is an educational system characterized by individual teaching and guidance by tutors, which not only effectively ensures the excellence of the quality of undergraduate education, but also fully embodies the humanistic teaching tradition of the UK based on the culture of gentlemen. The scope of tutor's guidance to students not only includes students' academic and life, but also includes education and guidance on students' ideology, morality and values. This guidance in the content focuses on cultivating students' rational spirit and independent personality, in the method focuses on teaching by word and example, good guidance, and in the educational environment focuses on creating a relaxed and free atmosphere,[10] it can be said that the undergraduate tutoring system fully embodies the essence of the gentleman's culture, which allows teachers and students to be in a tranquil and leisurely environment like a gentleman's gathering in the countryside, and through the tutor's personalized exchanges and dialogues with the students, to Through personalized communication and dialogue between the tutor and the student, the tutor can cultivate the student's thought and personality and enlighten the student's wisdom. This kind of education is not only easier to promote students to identify with the mainstream values of the United Kingdom in terms of educational content, but also the form of such guidance activities and environment itself is a cultural embodiment, so that the students in the all-round cultural immersion to strengthen their own inner culture, the formation of a gentlemanly manner, the internalization of the cultural values advocated by the people.

(C) the mainstream values education in the activities of student associations

British universities have many student associations, these associations are of various types, involving the arts, culture, professional disciplines, politics, sports and so on, they are often around the purpose of the association to organize a variety of activities to attract students to participate. These activities can on the one hand enrich the after-school life of students and enable them to gain more knowledge and experience, and on the other hand, through some of these activities, they can deepen students' understanding of the mainstream values of society and strengthen their identification with the mainstream culture.

Taking University College London (University College London) as an example, there are 194 student societies of various kinds in the university, covering various fields such as politics, culture, learning and leisure,[11] and the activities they organize are varied and diverse, and many of them are also a good way to educate students about mainstream values at the same time. For example, the European Society is a cultural society that aims to raise students' awareness of European culture. The society often deepens students' understanding of cultural values by organizing trips to various parts of Europe, holding discussions on related issues, and organizing carnivals and parties;[12] Global Development Initiatives is a student group that focuses on global development issues, and often cooperates with other related groups to organize forums or workshops to allow students to learn about the mainstream values. The Global Development Initiatives (GDI) is a student group focusing on global development issues, which often organizes forums or workshops in cooperation with other related groups, giving students the opportunity to discuss with experts, scholars and practitioners from all over the world*** on contemporary peace, humanitarianism, sustainable development and other important topics in the process of international development, so as to enable students to have a better understanding of the contemporary universal values. [13]

(IV) Mainstream Values Education in Religious Education

The United Kingdom has a strong religious tradition and universities have long been under the influence of Christianity. In modern times, although religious courses and activities are no longer compulsory in universities, universities still emphasize the use of religious education to guide students' values, incorporating the mainstream values of the society into religion, and enhancing the effect of mainstream values education for students.

In addition to the various religious student societies on the campuses of British universities that can play a role in values education for students, the universities also make use of the non-discrimination provisions in the Equality Act 2006 to provide religious facilities, education and training for students in order to meet the needs of students with special needs, and to promote mainstream social values to the wider student body through such education and service activities. . Many universities have placed religious personnel, such as chaplains, on campus to provide religious advice and religious education to students, as well as counseling services for the formulation of university policies. For example, Sheffield Hallam University in the United Kingdom (UK) has a full-time Religious Affairs Coordinator for students and many volunteer religious advisers representing various Christian denominations. About half of these volunteer religious advisors are professors or teaching staff at the school, and the rest are sent by religious groups in the city.

In addition, many universities have religious facilities such as prayer rooms open to all students, and pay special attention to the role of students' prayers and other religious activities in promoting their minds and hearts. For example, the University of Glasgow (UK) has established churches and religious activity rooms on campus and in the library that are communal or dedicated to each denomination, and provides chaplaincy services for students at these religious sites, where they provide religious advice and guidance to students. [14]

It can be seen that British universities still pay considerable attention to religious education, and even in the national laws and policy documents will require colleges and universities to arrange for specific religious education, and as a kind of service that universities are obliged to provide for students. Religious education in British universities is not only to serve students with religious beliefs, but also to use this form to give the present world's mainstream values and moral standards a sacred veneer and enhance students' understanding of their reasonableness, so as to achieve the purpose of enabling students to strengthen their sense of identity with the country and traditional culture, and to internalize the mainstream values of society.

(V) Mainstream value education in management activities

Britain was the first country in the world to complete the bourgeois revolution, and after the victory of the revolution established a constitutional system to go with it - the parliamentary system with Parliament at its core, through which laws are enacted, and gradually formed a sound judicial trial procedure and mechanism. It can be said that the political tradition of bourgeois democracy and the rule of law is y rooted in Britain, and nowadays, this tradition has spread to all fields of society as well as management activities in the field of higher education, which is not only conducive to the promotion of democracy and fairness in education management, but also plays an important role in the promotion of bourgeois values and the enhancement of value education for university students.

In the management activities at the school level or at the level of each faculty in British universities, the formulation of various policies tends to involve the democratic participation of students, so that the policies can effectively reflect the views and wishes of students. For example, in order to eliminate discrimination against persons with disabilities and implement the concept of social equality, the UK introduced a Disability Equality Scheme in December 2006, which requires the public sector, including higher education institutions, to formulate Disability Equality Schemes (DES). "which requires the public sector, including higher education institutions, to develop a Disability Equality Scheme (DES) to plan the institution's measures to safeguard the interests of disabled people. The Act stipulates that institutions of higher education must include students with disabilities in the formulation of the Disability Equality Scheme and describe the mechanism and manner in which the institution will include students with disabilities in the formulation of the Scheme. In addition, the participation of students with disabilities is guaranteed in other management activities, such as the establishment of regular evaluation procedures, the development and review of curricula, and the improvement of educational facilities and environments in schools, in order to reflect the democracy of decision-making in education. [15]

In addition to focusing on the democratic participation of students in school management, British universities also emphasize the importance of drawing on legal procedures to handle litigation cases concerning students within the school, in order to cultivate students' concept of the rule of law. Many schools have established formal procedures for hearing student litigation cases, as well as the time and program for schools to accept student litigation cases. When hearing a litigated case, the school is required to convene a jury, which provides or gathers relevant expertise. The litigation process requires the student to provide relevant materials or evidence and allows the student to engage a student advisor for himself or herself in order to seek advice. The jurors must be impartial in reaching their verdicts and follow the principles of case law, i.e., consistent with similar cases in the school's past. In addition some schools have introduced third-party coordinated oversight mechanisms, such as a mediation system or a prosecutor's system,[16] to facilitate the resolution of litigated cases and to maintain their fairness.

Through the above introduction, we can see that although these educational management systems and activities are not formal educational and teaching activities, and their direct purpose is to ensure the democracy and fairness of educational leadership and management, it does play an influential educational role on students' ideological concepts, so that students, through their participation in these procedures and work, to form the concept of the democratic system of law and thus fully embodies the field of education in the field of management to educate people's Idea.

Third, the characteristics of mainstream values education for British university students

(a) the gentleman culture of the soul of the firm

Gentleman culture is the most characteristic cultural tradition in Britain, the gentleman culture blends the bourgeois humanistic ideas and the aristocratic spirit of the feudal era, the gentleman's education which directly embodies this culture once dominated in the university. Gentleman's education emphasizes the cultivation of free and independent, courteous people, focusing on communication and influence between people's hearts and minds, as well as to create an elegant and quiet cultural atmosphere to cultivate people's thoughts and feelings. Many of the educational traditions of British universities are the product of gentleman education, such as the world's higher education has had a profound impact on the undergraduate tutoring system is directly from the soil of the gentleman's culture grows up, it not only can effectively affect the values of students, but also conducive to the formation of students in the subtle cultivation of the cultural temperament of the gentleman's demeanor.

However, from the mid-1950s to the early 1970s, with the deepening of economic globalization, the massification of higher education and the emergence of various postmodern trends in society, the tradition of gentlemanly education in the university has been strongly impacted,[17] manifesting itself in the symbolic significance and cultural value of knowledge is reduced,[18] undergraduate tutorship status declined, tutors to cope with the task of scientific research to the The time available for each student to be supervised by the tutor to cope with the research task is shortened. However, the influence of the gentleman culture as a deep-rooted cultural tradition in Britain has declined, but it has held on to its soul, and the university still pays attention to creating a quiet and elegant educational atmosphere and hiring teachers with high cultural cultivation to influence students' thoughts and behaviors, as well as educating students to acquire the knowledge, ability, cultivation and manners required for fulfilling their social responsibilities through mentorship and various other ways while studying professionally. , cultivation and poise.

(II) The Guardianship of Religious Education

Britain is a country with a strong religious tradition, and Christian doctrine has always occupied a dominant position in the field of values in society, and universities have long been under the control of religion. Until the 19th century, British universities were important bastions for religious education, with teachers acting as sounding boards for the official religion, religious courses and religious ceremonies being mandatory for students, and students being required to sign pledges of allegiance to the Crown and its religious beliefs in order to receive a degree upon graduation. [19] After the Second World War, although religious thought gradually withdrew from the arena of mainstream social values, universities still focused on religious education as an important way to educate students about mainstream values.

British universities do not merely allow students to organize religious associations and carry out religious activities out of the consideration of protecting students' freedom of belief, but rather, the state takes the initiative to formulate relevant laws and set up religious personnel and facilities in schools under the banner of "non-discrimination" to provide students with religious education, training, services and information resources, and will provide such services to students. The state has taken the initiative to set up religious personnel and religious facilities in schools under the banner of "non-discrimination", provide students with religious education, training, services and information resources, and regard the provision of such services as an obligation that must be fulfilled by the universities, and regard religious education as an important means of improving the moral and ethical standards of students, promoting psychological and spiritual health, and even enhancing social influence. It can be seen that in the process of mainstream value education in British universities, universities pay more attention to the use of religious education and play a more active role in the organization and implementation of religious education.

(C) The Rise of Multiculturalism

Britain is an isolated island drifting overseas, and although the islanders initially came from different parts of Europe, they gradually formed a unified culture with British characteristics in the course of a long period of historical development with a greater degree of closure. However, since the mid-20th century, a large number of immigrants have flooded into Britain, and the emergence of the immigrant wave has broken the homogeneity of British culture and injected new elements into the culture of British society. Against this background, the boundaries of "mainstream culture" in Britain have become increasingly blurred, and multiculturalism has flourished. Multiculturalism emphasizes that no matter what kind of culture it is, its status is equal and there is no superiority or inferiority. Therefore, it seems that universities will not get the recognition of all walks of life if they only define one culture as mainstream and classify other cultures as non-mainstream in the education of mainstream values, and therefore, multiculturalism prevails on campuses, no matter it is in the curriculum, in the extracurricular activities of the students or in the educational facilities and management system of the schools. The educational facilities and management system of the school all focus on guiding students to think about and identify with multiculturalism, and focus on making school education to meet the needs of students from multicultural backgrounds, adapting to, and to a certain extent contributing to, the transformation and development of British culture in the context of multiculturalism.

(4) The Higher Profile of Contemporary Universal Values

With the intensification of globalization, the influence of contemporary universal values of international significance has been increasing in the mainstream values education in British universities. Looking at British university education, whether it is a variety of professional courses, or students' various community activities, the spirit of innovation, peace, sustainable development and other world issues have become more and more important, which has led to the mainstream values education in British universities in terms of content and implementation seems to have a tendency to converge with other countries.

However, the university's promotion of universal values does not mean that the university depreciates bourgeois ideology, as well as values with national characteristics, but rather integrates them in a more implicit way into a wide range of school curricula, activities, and management systems, so that they can play a subtle guiding role for students. Furthermore, no issue can be thought about or dealt with in the educational process in a value-free way; the global topic may inevitably be universal, but the way in which it is understood will inevitably bear the mark of capitalist Britain. It can be seen that if Religious Education is to give the values espoused by the British bourgeoisie the sacred trappings of religion, the education of universal values is to give their values a universal aura in order to increase their legitimacy and to promote pupils' identification with them.

Fourth, Conclusion and Inspiration

Britain has a long history and splendid civilization, and its profound cultural deposits have not only forged the cultural characteristics of Britain that are different from those of other countries in the world, but also provided a valuable legacy for the development of British society, culture and education. In contemporary society, the wave of globalization has swept every corner of the earth, and cultures all over the world are converging and forming convergent qualities in the process of fusion. Under this circumstance, Britain, as an important developed capitalist country in the West, cannot be alone either, and the encounter between tradition and modernity has created a new story of the mainstream values of the British society, which has incarnated itself in the field of the mainstream values education for the college students and has influenced thousands of British students in various ways and means. It is incarnated in the field of mainstream values education for university students, influencing millions of young people in Britain and the future of the nation through various ways and means.

Between tradition and modernity, the mainstream values education of British university students follows its traditionally compromising development model, combining its cultural tradition and bourgeois ideology with the universal values that come with the wave of globalization, giving new cultural elements to the tradition, but also retaining the core spirit of the traditional values in the face of the modern values, and seeking the integration of the tradition and the modernity in the duality of transcendence. The fusion of tradition and modernity is sought in the transcendence of duality. In the implementation of mainstream values education, British universities have retained traditional methods such as undergraduate tutoring and religious education, but also focus on the pursuit of diversified implementation of values education, which is infiltrated in all aspects of school education in order to change the minds of students in a subtle way.