Through the comparison of Confucius and Plato’s educational thoughts in the Axis Age,the study of the differences between Eastern and Western educational cultures is based on the comparison of educational objectives,...Through the comparison of Confucius and Plato’s educational thoughts in the Axis Age,the study of the differences between Eastern and Western educational cultures is based on the comparison of educational objectives,educational objects,educational methods,and educational content.There is a difference in the educational culture between the two in the special period of the Axis Age.From the open western idealism education and the introverted oriental materialism education,the similarities and differences between the Oriental Six Arts and the Western Seven Arts,the differences between the East and the West human education,and the differences between the education and training talents,respectively,the differences between the East and the West education culture are elaborated.Therefore,we can better deepen the understanding of the splendid civilization in the Axis era and discover the inadequacies of education through the comparison of Eastern and Western cultures so that our education can better absorb the essence,abandon the dross,and promote the vigorous development of education,improving constantly.展开更多
Along with the globalization,all fields in the society are making a very broad,profound epochal change.Globalization has developed its own outstanding cultural characteristics in the development,and simultaneously the...Along with the globalization,all fields in the society are making a very broad,profound epochal change.Globalization has developed its own outstanding cultural characteristics in the development,and simultaneously the social and cultural influences from the era of globalization are also very significant.Because of globalization,the conflict between Chinese and western cultures widely emerge,which has been reflected obviously from different levels.Thus,it is imperative to adjust Chinese and western cultures in the process of globalization.展开更多
Both mathematics and art consistently reflect the spirit of the age in which they arise. Consequently, the mathematics in China and in Korea during the Joseon Dynasty, in contrast to the deductive western mathematics,...Both mathematics and art consistently reflect the spirit of the age in which they arise. Consequently, the mathematics in China and in Korea during the Joseon Dynasty, in contrast to the deductive western mathematics, does not function on the basis of proving something deductively. Rather, the Chinese mathematics from this period was based upon making observations about problems by combining patterns with specific examples. In this paper, this author attempts to compare the differences in mathematics between the East and the West, and also to study the different perspectives in art between the East and the West, in order to identify the relationship between civilization, culture and the spirit of the age. This will explain the reason why the Western ＇One Point Perspective＇ had spread in China and the Chosen Dynasty, yet could not be permanently established in these countries.展开更多
In the context of globalization,the cross-cultural communication between China and the West have become more and more popular.People of different cultural backgrounds must meet the following conditions before they hav...In the context of globalization,the cross-cultural communication between China and the West have become more and more popular.People of different cultural backgrounds must meet the following conditions before they have effective communication with one another.Besides having agood command of foreign languages,they need to understand foreign culture,experience and know the differences between the native culture and the foreign culture.However,because of historical traditions and different cultural backgrounds,the Chinese and westerners differ greatly in social value,mode of thinking and code of conduct,which results in the emergence of cultural conflict in cross-cultural communication and brings some adverse effects to them.展开更多
The physical protection system of the body consists of the protective organs for vulnerable body parts-functions and the protective countermeasures against invaders (pathogens), but to survive, the body also requires ...The physical protection system of the body consists of the protective organs for vulnerable body parts-functions and the protective countermeasures against invaders (pathogens), but to survive, the body also requires the protective social groups for vulnerable social members-functions and the protective instinctive mental countermeasures against adversities such as hardship, danger, and unfamiliarity-uncertainty. As a result, this paper proposes that the mental protection system of the body consists of the social brain to set up the protective social groups for vulnerable social members-functions and the mental immune system to produce the protective mental countermeasures against adversities. This paper proposes that from the social brain, the protective social groups include alliance group for vulnerable individuals, kinship-friendship group for vulnerable children, interdependent specialists group for vulnerable pregnant females, territorial group for social boundary, connective group for social connection, and competitive group for social competition. From the mental immune system, the mental protective countermeasures include comforter against hardship, hyperactivity against danger, phobia against unfamiliarity-uncertainty, and rationality against unfamiliarity-uncertainty. The overactive mental immune system causes mental allergies and auto immune diseases as personality-mental disorders against ubiquitous harmful and harmless perceived adversities, correlating to physical allergies and auto immune diseases against ubiquitous harmful and harmless detected invaders. The mental protection system also produces personality traits, social moralities, social organizations, social systems, religions, and cultures as described in this paper. The mental protective system is the source of protective behaviors.展开更多
Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author ...Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EEL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised （at a university context where the author teaches）, one can notice that student＇s culture （Eastern） is to a large extent missing in these textbooks, most of these books instead represent dominantly ＂Western＂ culture namely American and British cultures. This can deafly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.展开更多
The world could be analyzed in many dimensions,like rich and poor,peace and warfare,equal and oppressive,but one of the most important dimensions may be the difference between different societies of individualist and ...The world could be analyzed in many dimensions,like rich and poor,peace and warfare,equal and oppressive,but one of the most important dimensions may be the difference between different societies of individualist and collectivist.This article is trying to discuss is the difference between individualism and collectivism in the western and eastern cultures,and also will explain and discuss it in some aspects,such as their viewpoint,their attitude on self-enhancement and self-criticism,and the goal setting and motivation,and take some cases which some researches and psychologists did and some cases found for example to describe it.Also it presents that social orientation and environment,and culture background will take important role to impact people’s mind and choice on individualism and collectivism.No matter individual or collective,it all have advantage and disadvantage for each,it needs comprehensive evaluation for differential environment which can obtain relative reasonable conclusion.展开更多
文摘Through the comparison of Confucius and Plato’s educational thoughts in the Axis Age,the study of the differences between Eastern and Western educational cultures is based on the comparison of educational objectives,educational objects,educational methods,and educational content.There is a difference in the educational culture between the two in the special period of the Axis Age.From the open western idealism education and the introverted oriental materialism education,the similarities and differences between the Oriental Six Arts and the Western Seven Arts,the differences between the East and the West human education,and the differences between the education and training talents,respectively,the differences between the East and the West education culture are elaborated.Therefore,we can better deepen the understanding of the splendid civilization in the Axis era and discover the inadequacies of education through the comparison of Eastern and Western cultures so that our education can better absorb the essence,abandon the dross,and promote the vigorous development of education,improving constantly.
文摘Along with the globalization,all fields in the society are making a very broad,profound epochal change.Globalization has developed its own outstanding cultural characteristics in the development,and simultaneously the social and cultural influences from the era of globalization are also very significant.Because of globalization,the conflict between Chinese and western cultures widely emerge,which has been reflected obviously from different levels.Thus,it is imperative to adjust Chinese and western cultures in the process of globalization.
文摘Both mathematics and art consistently reflect the spirit of the age in which they arise. Consequently, the mathematics in China and in Korea during the Joseon Dynasty, in contrast to the deductive western mathematics, does not function on the basis of proving something deductively. Rather, the Chinese mathematics from this period was based upon making observations about problems by combining patterns with specific examples. In this paper, this author attempts to compare the differences in mathematics between the East and the West, and also to study the different perspectives in art between the East and the West, in order to identify the relationship between civilization, culture and the spirit of the age. This will explain the reason why the Western ＇One Point Perspective＇ had spread in China and the Chosen Dynasty, yet could not be permanently established in these countries.
文摘In the context of globalization,the cross-cultural communication between China and the West have become more and more popular.People of different cultural backgrounds must meet the following conditions before they have effective communication with one another.Besides having agood command of foreign languages,they need to understand foreign culture,experience and know the differences between the native culture and the foreign culture.However,because of historical traditions and different cultural backgrounds,the Chinese and westerners differ greatly in social value,mode of thinking and code of conduct,which results in the emergence of cultural conflict in cross-cultural communication and brings some adverse effects to them.
文摘The physical protection system of the body consists of the protective organs for vulnerable body parts-functions and the protective countermeasures against invaders (pathogens), but to survive, the body also requires the protective social groups for vulnerable social members-functions and the protective instinctive mental countermeasures against adversities such as hardship, danger, and unfamiliarity-uncertainty. As a result, this paper proposes that the mental protection system of the body consists of the social brain to set up the protective social groups for vulnerable social members-functions and the mental immune system to produce the protective mental countermeasures against adversities. This paper proposes that from the social brain, the protective social groups include alliance group for vulnerable individuals, kinship-friendship group for vulnerable children, interdependent specialists group for vulnerable pregnant females, territorial group for social boundary, connective group for social connection, and competitive group for social competition. From the mental immune system, the mental protective countermeasures include comforter against hardship, hyperactivity against danger, phobia against unfamiliarity-uncertainty, and rationality against unfamiliarity-uncertainty. The overactive mental immune system causes mental allergies and auto immune diseases as personality-mental disorders against ubiquitous harmful and harmless perceived adversities, correlating to physical allergies and auto immune diseases against ubiquitous harmful and harmless detected invaders. The mental protection system also produces personality traits, social moralities, social organizations, social systems, religions, and cultures as described in this paper. The mental protective system is the source of protective behaviors.
文摘Textbooks material is one of the important issues that are worthy to investigate in order to enrich student＇s engagement and interaction in EFL （English as a Foreign Language） classrooms. In this study, the author argues that textbooks materials used in academic institutions may well take a significant part in generating an active environment in EEL classrooms. It is believed that more opportunities will be created for students to be more involved, active, and able to understand the content being addressed more effectively. Yet, by looking at the textbooks being utilised （at a university context where the author teaches）, one can notice that student＇s culture （Eastern） is to a large extent missing in these textbooks, most of these books instead represent dominantly ＂Western＂ culture namely American and British cultures. This can deafly be depicted by topics discussed, pictures, clothing, names, and many other issues portrayed in these textbooks. This study is an attempt to challenge and problematize such domination of Western cultures portrayed in the content of English textbooks used in academic institutions not merely within Saudi Arabia but also extended to other countries and nations in the world.
文摘The world could be analyzed in many dimensions,like rich and poor,peace and warfare,equal and oppressive,but one of the most important dimensions may be the difference between different societies of individualist and collectivist.This article is trying to discuss is the difference between individualism and collectivism in the western and eastern cultures,and also will explain and discuss it in some aspects,such as their viewpoint,their attitude on self-enhancement and self-criticism,and the goal setting and motivation,and take some cases which some researches and psychologists did and some cases found for example to describe it.Also it presents that social orientation and environment,and culture background will take important role to impact people’s mind and choice on individualism and collectivism.No matter individual or collective,it all have advantage and disadvantage for each,it needs comprehensive evaluation for differential environment which can obtain relative reasonable conclusion.
