Search

Since World War ii, the United States and its allies have overseen a global order built on trade liberalization and the development of a Western model of global integration. That order now appears to be winding down. Beyond the era of “Western hegemony”, Asia is returning to the patterns of commerce and cultural exchange that thrived long before European colonialism and American predominance (Khanna, 2019). Underwriting Asia’s resurgence is the return of China. This paper charts China’s rise and Chinese globalization focusing on China as a global technology leader, detailing ai and Chinese human capital development, before turning to China’s global higher education to provide an interpretation of Chinese Globalization.

This synoptic paper enquires into the status of international education after the Covid years in terms of the themes of ‘recovery, rebuilding, reimagining’. It reviews some recent adjustments to international education strategy to recapture the market for international students and looks to unesco’s new social contract for education as a barometer and index for futures of education in a very uncertain world that faces multiple crises. The paper argues that the unesco vision is a strength but must be tempered by a recognition of the shift of gravity in world economy and politics. International education took root based on the values of British and American liberal internationalism. Today it is recommended that scholars in the west also recognize the characteristics and development of Chinese internationalism that has come to inform Chinese international education.

The Hellenistic ‘arts of the self’ are the inspiration for both Nietzsche and Foucault for ethical-aesthetic self-constitution where individuals problematise the relationship to the self and become adept at practicing a set of creative, experimental processes and techniques to transform themselves into living works of art. This article provides a critical discussion first of Nietzsche’s ‘creative self’ and second of Foucault’s ‘aesthetics of existence’ as a basis for entertaining the notion of education as self-creation.

This article reviews collaborative partnerships in the field of education investigating four different models of partnership: (1) The School-Community Partnership Model; (2.) The Public-Private Partnership Model (ppp); (3) Transnational Strategic Collaborative Partnerships; and, (4) The Model of Partnership as Collaboration and Social Innovation in the new digital economy.

Ecological Civilization (EC) represents a constituted effort on the part of China to utilize its developing regional linkages to promote a form of globalization that places the bioeconomy as a foundational core of sustainable global development. This article first outlines how China, through a unique form of state-centric globalization-through-regionalism, has continued to develop cooperative networks based on global trade, infrastructure, and educational exchanges. Second, signaling a fundamental shift within the higher education (HE) landscape, we outline that the Belt and Road Initiative (BRI), and its ever-increasing number of open and inclusive university partnerships, represents a rich avenue for people-to-people exchange within a third-space for scientific collaboration. Third, within both a shifting HE landscape (and the scholarly push to engage with a new postdigital scientific/philosophical paradigm) China’s pursuit of EC constitutes a form of biodigitalism which conceptualizes the bioeconomy as a pursuit of technological advancement that preserves and strengthens humanity’s intimate relationship with the natural world. Finally, we argue that building a BRI-ESD community undergirded by the biodigital ecopedagogy of EC will provide both the curriculum and educational space to more fully enact UNESCO’s ESD 2030 framework.

Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West. This editorial examines these issues and introduces this special issue.

This paper uses the centenary of Dewey’ two years in China as an opportunity to reassess John Dewey’s views on China, based mainly on his Letters and his Lectures in Social and Political Philosophy, 1919–21 given on invitation at the University of Peking. In particular, the paper makes some criticisms of Dewey’s pragmatism (his lack of contextualism in not mentioning the significance of the May 4th Movement) and raises the question of the relationship of his thought with Chinese Marxism. The essay is given a critical reading by three scholars Jessica Ching-Sze Wang, Kang Zhao and, Zhang Huajun, all Dewey scholars.