[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597092-105":59,"doc-detail-597092-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","education-in-china-since-mao","Education in China Since Mao","","Education in China,especially higher education,experienced major policy shifts after 1949, shaped by wider political swings, ideological debates, and leadership fortunes. Changes alternated emphasis between “redness” and “expertness,” treating schooling both as a party instrument for revolutionary values and as a state tool for modernization. After Mao’s death and the fall of the “Gang of Four,” pragmatism returned, prioritizing professional and technical skills, moderated curricula, admissions, administration, and international 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Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What major policy shifts occurred in Chinese education since 1949?","Question",{"text":112,"@type":113},"Policy repeatedly changed in response to political swings, ideological debates, and the fortunes of leaders and factions, especially in higher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did “redness” and “expertness” influence educational objectives?",{"text":117,"@type":113},"Educational objectives alternated between emphasizing revolutionary values through party control (“redness”) and emphasizing professional or technical capability (“expertness”).",{"name":119,"@type":110,"acceptedAnswer":120},"What changes followed Mao’s death and the fall of the “Gang of Four” in 1976?",{"text":121,"@type":113},"Educational policy returned to pragmatism, shifting away from the Cultural Revolution’s radical political goals toward renewed emphasis on professional and technical skills, with moderated curricula and international 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shiftssince 1949 in response to general swings in Chinese policy,ideological debates and thepolitical fortunes of different leaders and factions.These changes have involved shifts inemphasis between\"redness\"and“expertness\",between education as a party device designedto inculcate and sustain revolutionary values and education as a governmental instrumentused to promote modernization.In the most recent period since Mao's death and the\"Gang of Four's\"ouster in the fall of1976,there has been a return to pragmatism with theradical policies and stress on political goals of the Cultural Revolution period giving way toa renewed emphasis on developing professional and technical skills.These objectives arebeing promoted by the reintroduction of earlier moderate policies governing curricula,admission standards and academic administration and by extraordinary measures,includinginternational educational exchanges,designed to overcome the Cultural Revolution'sdisruptive impact.These new policies have provoked some criticism from those concernedabout elitist aspects of the current system and a reduced commitment to socialist values.Since educational policy is highly sensitive to shifting political currents,future changes inthis area will serve as a barometer of new political trends.  \n## RESUMÉ\n\nLa politique de I'enseignement en Chine,particulierement Ienseignement supérieur,a subides changements majeurs depuis 1949 en réponse aux va-et-vient généraux de la politiquechinoise,aux débats ideologiques et à la fortune politique des différents leaders et desdissensions.Ces changements ont impliqués des déplacements d'accent entre le fait d'etre\"rouge\"et le fait d'tre “expert”,entre l'éducation en tant qu'appareil d'un parti visant àinculquer et supporter des valeurs révolutionnaires et une éducation en tant qu 'instrumentdu gouvernement employé à promouvoir la modernisation.Dans la plus recente périodedepuis la mort de Mao et l'éviction du“Gang des Quatre”en automne 1976,ily a eu unretour au pragmatisme avec la politique radicale et un accent mis sur les buts politiquesde la periode de la Revolution Culturelle cédant la place à une importance renouveléeaccordee au développement des aptitudes professionelles et techniques.Ces objectifs sont  \n*Vice-Provost,University of Toronto.The author gratefully acknowledges financial support whichallowed him to travel to China,from the University of Toronto/York University Joint Centre onModern East Asia and the Social Sciences and Humanities Research Council.  \n2 W.G.Saywell  \npromus par la reintroduction d'une politique moderee,plus ancienne,regissant les curri-culums,les standards d'admission et l'administration académique,et par mesures extra-ordinaires,incluant des échanges educatifs internationaux,visant aà surmonter l'impactperturbateur de la Révolution Culturelle.Cette nouvelle politique a provoqué quelquescritiques dans les parties concernees par les aspects elitistes du systeme actuel et d'un senti-ment de responsabilite réduit vis-à-vis des valeurs socialistes.Puisque la politique éducativeest extremement sensible aux changements de courants politiques,les changements futursdans ce domaine serviront de barometre dans les nouvelles tendances politiques.  \nIntroduction:Shifts in Education Policies,1949-1976  \nPolicies in Chinese education,particularly higher education,have undergone majorperiodic shifts since the establishment of the People's Republic of China in October,1949.Few other major policy areas have been as sensitive to the general swings in Chinesepolicy,ideological debates and the political fortunes of different leaders and factions.This is hardly surprising.As a developing nation the critical importance education playsas a steering force in the nation's development is obvious.As a revolutionary socialistsociety its leaders have strongly held co","cbCaisS7i865oasi","https://ap.wps.com/l/cbCaisS7i865oasi","pdf",1178401,27,"English","# ABSTRACT\n## RESUMÉ\n# Introduction: Shifts in Education Policies, 1949-1976","[{\"question\":\"What major policy shifts occurred in Chinese education since 1949?\",\"answer\":\"Policy repeatedly changed in response to political swings, ideological debates, and the fortunes of leaders and factions, especially in higher education.\"},{\"question\":\"How did “redness” and “expertness” influence educational objectives?\",\"answer\":\"Educational objectives alternated between emphasizing revolutionary values through party control (“redness”) and emphasizing professional or technical capability (“expertness”).\"},{\"question\":\"What changes followed Mao’s death and the fall of the “Gang of Four” in 1976?\",\"answer\":\"Educational policy returned to pragmatism, shifting away from the Cultural Revolution’s radical political goals toward renewed emphasis on professional and technical skills, with moderated curricula and international exchanges.\"}]","Education in China Since Mao | PDF",1792084354,68]