What are the characteristics of China's ancient educational thought?

Three characteristics of China's ancient educational thought are:

1. Attach importance to the social role of education.

The ancients attached great importance to the social role of education. For example, Confucius believes that to govern a country, besides increasing population and enriching the people, we should also strengthen the education of the people. Only in this way can the country be truly powerful.

Mencius also emphasized the position of education in social politics and clearly put forward the educational viewpoint that "good governance" is not as good as "good education". Mozi, on the other hand, put forward three policy programs from the standpoint of "universal love", that is, "the powerful can help others to get sick, the rich can help others to be happy, and those who have the right path can persuade others to teach others", and regarded education as one of the important measures to stabilize society.

2. Emphasize the necessity of education.

Educators in ancient China clearly realized that education was not only important, but also necessary. For example, Xunzi opposed Mencius' theory of good nature and advocated the theory of evil nature, but his emphasis on the necessity of education was the same as Mencius'.

3. Advocate the combination of moral education and intellectual education.

The combination of moral education and intellectual education is an important feature of ancient education in China. For example, the main content of education in the Zhou Dynasty is "Six Arts". After the Spring and Autumn Period and the Warring States Period, under the influence of Confucianism, people seem to emphasize the importance of moral education more, but at the same time they have not relaxed their emphasis on knowledge education. They oppose paranoia and advocate equal emphasis on moral education and intellectual education.

Extended data:

China's ancient educational thoughts mainly include:

1, Confucian educational thought represented by Confucius;

Confucius believes that there is little difference in human innate nature, and personality differences are mainly formed after birth, so he attaches importance to acquired education and advocates "teaching without distinction".

Confucius's "Don't be angry, don't be angry, don't be angry, don't be angry, don't be angry" shows inspiring teaching principles. "Learning without thinking is useless, thinking without learning is dangerous" emphasizes the combination of learning and doing, and requires applying what you have learned.

2. Mohist educational thought represented by Mo Zhai;

Mo Zhai takes "universal love" and "non-aggression" as his teaching, and at the same time pays attention to mastering the knowledge of literature and history, cultivating the ability of logical thinking, and spreading the application of technology. As for the understanding of acquiring knowledge, Mohism believes that there are three main ways: knowing, listening and speaking.

The first two are not comprehensive and reliable, so we must attach importance to knowledge and rely on reasoning to pursue rational knowledge.

3. Taoist educational thought:

Taoism advocates returning to nature and "returning" to human nature, and letting nature take its course is the best education.

Baidu Encyclopedia-China Ancient Education