Comparative Study Of Ideological And Political Education In Colleges And Universities Of China And The United States

Comparative study on the Ideological and Political Education is an importantresearch field of the Ideological and Political Education. China’s Ideological andPolitical Education is a newly emerging subject, drawing on the successful experienceof other countries’ Ideological and Political Education has an important value topromote the development of China’s Ideological and Political Education theory andpractice. The Ideological and Political Education is a universal practice. However,different countries, different nationalities have different Ideological and PoliticalEducation in the form and features, and have their own creation and strengths. Withthe development of market economy and opening up, China will need Ideological andPolitical Educators to create new forms, new content and new ways of Ideological andPolitical Education, which adapt to the market economy needs. Ability to absorb theexperience of other countries, to learn from the successful experience of somedeveloped capitalist countries, has great significance for the promotion of Ideologicaland Political Education theory and practice."Reference" is the core theme of the comparative Study of the Ideological andPolitical Education. The Comparative Study of China’s Ideological and PoliticalEducation after20years of development has made considerable progress, fruitfulresearch, building up a relatively complete system of discipline. However, there aresome problems with the results of the research, including simple repetition, lack ofexplanatory power, lack of practice guiding role. If the comparative study ofIdeological and Political Education research is always vague in general and lackingeffectiveness, the surface of prosperity is likely to lead to depletion of the subject, andeven decline of the discipline.To break through the bottleneck of Comparative Study of Ideological andPolitical Education, we attempt to create a new academic idea to study China-U.S.Universities Ideological and Political Education. In order to avoid research resultswhich tend to be vague and lack of effectiveness, we must find out the underlyingfactors which are in close contact with the China-U.S. Universities Ideological andPolitical Education. We cannot just study bilateral Ideological and Political Educationproblems in bilateral Ideological and Political Education phenomenon. We mustexpand the vision to a number of factors which are closely linked with the Ideological and Political Education phenomenon in these twocountries. We must try to find out the impact of these factors on the Ideological andPolitical Education in both countries. We have to analyze how to understand the U.S.universities Ideological and Political Education experience. Based on theunderstanding, we need to consider whether you can "transplant" and whether theconditions of "transplant" is exist. Finally, how to “localization” according to theChinese conditions should also be taken into account.The full-text of the study of China-U.S. Universities Ideological and PoliticalEducation can be divided into five parts. The first part is introduction, comprising astarting point for the comparative study of China-U.S. Universities Ideological andPolitical Education: leads to the origin of the topics, the existing basis which the studycan rely on, and what the study needs to break. The first chapter is the second part.This is the basis of the topics, to solute the objective basis for the comparative studyon China-U.S. Universities Ideological and Political Education. To comparativelystudy on China-U.S. Universities Ideological and Political Education, we must firstlysolve the problem of the existence of the phenomenon of Ideological and PoliticalEducation. The third part consists of the chapter two and three-a preliminary study ofthe China-U.S. Universities Ideological and Political Education phenomenon. We willget some preliminary conclusions and inspiration. Chapter four is the fourth part.Based on a broader Political, economic and cultural perspective, to deeply interpretthe China-U.S. Universities Ideological and Political Education phenomenon. Chapterfive is the fifth part. Combined with China’s education practice, and creative"localization" reconstruction of the U.S. Universities Ideological and PoliticalEducation experience.Introduction, elaborates on the topics of the value, breakthroughs of thebottlenecks, new ideas and innovation of comparative study of China-U.S.Universities Ideological and Political Education. I hope that the topics can make trulybreakthrough of the bottleneck of "homogenization" of the discipline research. I try todynamically analyze previous research results. The formation and development ofcomparative study of China-U.S. Universities Ideological and Political Education isdivided into three stages. I consider the difficulties of the topics lies in the preliminarysummary of the experience of the U.S. Ideological and Political Education, how tofind an effective experience in the United States, and how to reconstruct based on "localization" from a broader Political, economic and cultural perspective, analyzingthe reasons behind China-U.S. Universities Ideological and Political Educationphenomenon.The first chapter aims at solving an objective basis for China-U.S. UniversitiesIdeological and Political Education. First, this chapter is about to clarify the conceptof China’s Ideological and Political Education, on this basis, build an explanatoryconcept system of the China-U.S. Universities Ideological and Political Education.Furthermore, from the perspective of history, clearly descript the historical evolutionof the U.S. Ideological and Political Education. The objective basis for comparativestudy of China-U.S. Universities Ideological and Political Education is reinforcingcurrently..The second chapter compares the contents of China-U.S. Universities Ideologicaland Political Education, and gets preliminary conclusions. Treat China-U.S.Universities Ideological and Political Education as a system, and use structuralanalysis methods to compare. The contents of China’s Universities Ideological andPolitical Education system include three main systems: the Ideological Educationalcontent, Political content of education and moral content of education. U.S.Universities Ideological and Political Education System include the religious contentof education, the Political content of education and moral education content. We canfind some similarities or differences of the China-U.S. Universities Ideological andPolitical Education content. We can find the core of the content system and the uniquesystem factors. We can find the preliminary conclusions and inspiration to improveChina Universities Ideological and Political Education Content System.The third chapter compares the way of China-U.S. Universities Ideological andPolitical Education, and gets preliminary conclusions. China Universities Ideologicaland Political Education rely mainly on classroom teaching, social practice, theconstruction of student organizations, day-to-day management of services, campusculture construction is to achieve a variety of ways. American universities do not setup specific Ideological and Political Education classes, penetration through teaching,service learning, student affairs administration, student organizations in campusculture and religious education channels such as diversification of channels to achievethe educational goals of Ideological and Political Education. After preliminarycomparison, we can find some common or different features of China-U.S. Universities Ideological and Political Education pathway. We can find the preliminaryconclusion and inspiration to strengthen China Universities Ideological and PoliticalEducation pathway.Chapter four uses a broader political, economic and cultural perspective, deepinterpretation China-U.S. Universities Ideological and Political Educationphenomenon. China-U.S. bilateral Political, economic and cultural will profoundlyimpact on the China-U.S. Universities Ideological and Political Education. We mustdiscern the underlying factors have a profound impact on the Ideological and PoliticalEducation, beyond the old mode of thinking Ideological and Political Educationisolated. Then, we can get rid of the "ism" and "simple transplantation" traps.Chapter five tries to create "localization" Reconstruction of the U.S. UniversitiesIdeological and Political Education experience by analyzing relevant China’seducation practices. We should learn to distinguish between the U.S. UniversitiesIdeological and Political Education experience. China Universities Ideological andPolitical Education should focus on the Education of responsibility, to solve existingproblems. China Universities Ideological and Political Education System shoulddeepen the cultural level. Indoctrination and infiltration of China UniversitiesIdeological and Political Education should have a different positioning in line with theactual national conditions and Education and integrate with each other.