Exploring the Humanist Educational Concepts and Philosophical Foundations in The Chinese And American Education Systems

Abstract

Background: Humanist educational practices rely on holistic development, critical thinking, moral education and ideological background of society and culture. But like most concepts, the Chinese and American education systems, which were formed under the different historic ideological trajectories, have made these concepts unique in their own way. This review of these systems then discusses their philosophical underpinnings and their educational practices.

Objective: This review seeks to explore and compare: the humanist educational concepts and philosophical foundations in Chinese and American education systems, and important similarities and differences in education.

Methods: A systematic search across academic databases was done following PRISMA guidelines, which identified ten relevant studies published between 1990 and 2024. This review focused on humanist concepts, philosophical foundations and cross cultural educational practices. Recurring patterns, philosophical themes, and educational practices were extracted and thematically analyzed.

Results: What the findings suggest is that Confucianism, collectivism and moral education dominate Chinese education system, stressing social harmony, discipline and centralized governance. The American system, particularly the way it intertwines free/liberal democracy and pragmatism, is the opposite; individual autonomy and creativity (and centralized) governance. The goals common to both systems are to further intellectual and moral development, but approaches are very different. It is challenged with over test focus in China and systemic inequalities in the U.S., limitations on fully realizing humanist principles.

Discussion: It then discusses how Confucian collectivism encourages societal cohesion and liberal democracy facilitates critical thinking and individual empowerment. It highlights shared goals and divergent methods and proposes opportunities for cross cultural collaboration. Systemic challenges should be addressed by balancing traditional values with innovative practice.

Conclusion: This review stresses the need to have humanistic concepts integrated with the cultural foundations to establish inclusive and globally relevant systems. It emphasizes the need to balance traditional values, with current demands for cross-cultural learning.