In my research (read: slow learning) on China’s Education Reform l sense, perhaps incorrectly, that education revolves and evolves around 5 (what I poetically label as) “knowledge clouds” that are intermingling with each other, and this across all stages of formal K-16 public education:
- Moral Education
- Intellectual Education
- Physical Education
- Aesthetic Education
- Labor Education.
These seem to be elegantly phrased as
“ 德智体美劳 “ ( Dé zhì tǐ měi láo), where each character respectively refers to one of these 5 “clouds”.
Recently more attention seems to be suggested toward Labor Education (not to be confused with Vocational Education).
Although parents have, understandably, been putting a heavier priority on the intellectual cloud (and clout) toward increasing their child’s potential to more outstandingly pass the extremely tough National University Entrance Examination (i.e. Intellectual Education), value is, in general, felt toward Labor Literacy (劳动素; láodòng sùyǎng). The latter seems to imply a number of attributes, such as:
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• 劳动能力 (láodòng nénglì) Labor Capacity
• 劳动习惯 (láodòng xíguàn) Labor Habit
• 品质劳动 (pǐnzhí láodòng) Quality Labor
• 劳动意识 (láodòng yìshí) Labor Awareness
• 劳动精神 (láodòng jīngshén) Labor Spirit
• 劳动实践 (láodòng shíjiàn) Labor Practice
Hopefully being forgiven my frivolous comparisons: while Labor Education seems to be established as an important part of the socialist education system with Chinese Characteristics, perhaps, for the reader here, it can be slightly compared to some degree, with one or other of the following concepts:
• social applicability and valued craftship (i.e. as in “quality that comes from creating with passion, care, and attention to detail”),
• artistry,
• duty-of-care,
• work as one of the sets of one’s ethic and aesthetic in life,
• positive and mindful ritual with social benefit,
• love toward the fruits of labor,
• the act of making or doing as a service to the other in their communal or basic human relational setting (e.g. at home doing chores),
• flow
• and to some readers it might perhaps be mappable and understandable as somewhat as those mindsets and activities that oppose “idle hands” and their (religious or mythologically-believed) consequences.