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Historical and cultural foundations of teacher education reform: Chinese and Russian experiences
DOI: 10.23951/2782-2575-2025-4-5-25
This study investigates the historical and cultural roots of educational reform through a comparative analysis of China and Russia. Both nations face challenges from the rapidly evolving post-industrial era and advances in artificial intelligence. Their distinct historical and cultural backgrounds have led to different responses to these challenges, shaped by how each civilization perceives the continuity and breaks in its past and future development. To explore this, the study examines the unique philosophical perspectives of both countries, focusing on their worldviews related to sociocultural issues. Amid increasing mechanization, schematization, and formalization of human activities since the 20th century, the author emphasizes the importance of the hermeneutic approach and interpretive methods in education. This approach clarifies the processes of self-regulation and highlights the importance of understanding personal identity and one’s role in the world. The study concludes that the combined experiences of these two distinct civilizations and their educational systems provide valuable resources for addressing current challenges and managing risks in the digital age. A key principle emerges: the need to balance tradition with innovation.
Keywords: pedagogical education, information society, Chinese modernization, Confucian heritage, Russian civilization, Russian culture, spiritual traditions, nation, values, sociocultural context
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Issue: 4, 2025
Series of issue: Issue 4
Rubric: PEDAGOGY
Pages: 5 — 25
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