Keywords
Abstract
This paper offers a critical review of Zhu Yongxin’s The New Education Dream and its practical implementation through the New Education Experiment (NEE), one of China’s most influential grassroots educational reform movements. Zhu’s educational philosophy integrates Confucian moral tradition with constructivist pedagogy, aiming to transform schooling into a process of life cultivation rather than test preparation. Based on a “New Six Arts” curriculum, the NEE promotes student agency, teacher reflection, and community-based learning. Drawing on case studies from Jiangsu, Ningxia, and Zhejiang, the paper evaluates the outcomes of NEE in improving literacy, emotional well-being, and pedagogical innovation. A comparative analysis highlights the alignment between NEE and international models such as Finnish comprehensive education, Japanese holistic reform, and Freirean critical pedagogy. Despite institutional barriers–such as exam-driven systems, teacher overload, and policy fragmentation–Zhu’s model offers a scalable vision for culturally responsive, learner-centered reform. The paper concludes by proposing policy strategies to embed NEE principles into China’s national education agenda and global reform dialogues.
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