Lu Xun’s essay writing, with his settling in Shanghai in 1927 as the boundary, can be divided into, in terms of time period, two stages the one in Beijing and the one in Shanghai. His early essays, if we agree, are mainly around civilization criticism, i.e. inside are found politicized criticism of totality and radical color. And his later essays focus on social criticism, that is, practical analysis of incomplete modernity in China in the 20th century, at a time when Shanghai served as typical semi-colonial, and reveal a stable style different from the earlier essays. The early civilization criticism is drawn upon his standpoint of national liberation and cosmopolitanism, while the later social criticism is based on the spirit of class liberation and internationalism. The maturity and immortality of Lu Xun’s essays are manifested in his later writing, which deeply integrates the general criticism of civilization criticism and the specific analysis of social criticism, thus achieving the perfect state highly combining political and social nature. This paper takes the analysis of Lu Xun’s later essays as the priority.

From 1929 to 1931, Hu Shi wrote three English articles entitled “Cultural Conflict” in which came up with three different attitudes towards modern civilization represented by Western civilization at that time, namely resistance, total acceptance, and selective absorption. He agreed with the second attitude and around his proposition there were divisions firstly available in The China Critic; later with the publication of Chen Xujing’s The Outlet of Chinese Culture, the battlefield extended to The Independent Review. The arguments continued to the 1950s, at a time when the criticism targeted to his thought “honored” Hu Shi a label of the “Whole Westernization School”. With newly-discovered materials, both Hu’s English articles and other historical data, this paper re-examines Hu Shi’s thought of “whole westernization” and compares it with Chen Xujing’s and others’ viewpoints, based on which comes up with a conclusion that Hu Shi’s so-called “whole westernization” is essentially a problem of “change between the ancient and the modern”, rather than “debate between the East and the West”.

Marx’s historical materialism thought is expressed in the categories of time, ranging from “materialized time” to “social time”, “social necessary labor time” and “surplus time”; such categories cover Marx’s ideological progress as is in his doctoral dissertation and Das Kapital. Marx’s analysis of the time category is to announce a practical theoretical program for building a new world by analyzing the time category. That is, to make historical materialism the idea of grasping the essence of human life in a non-other-shore and political-economic way, so as to find a Marxist perspective to truly observe the relationship between the historical progress of human society and the essence of human life.

Xi’s new thought of “man and nature forming a community of life”, firstly put forward in his report at the 19th CPC National Congress, is drawn upon Marx’s theory on development community with his innovation. This new thought calls for the establishment of an ethical relationship between man and nature. Its development appeals are as follows to destroy human’s conceit, to care about global human’s overall interests, to cultivate green life in nature, and to innovate the ethical relations of life. To achieve such ends, we must strengthen the publicity and education of ecological civilization, adopt well the dialectics of human and nature, act in accordance with the laws of history, and enhance the integrity of development and adhere to the sustainability of development. Xi’s idea of a community of life for a new era transcends the narrow selfishness of mankind, and guides people to consciously care for nature.

General Secretary Xi Jinping has raised the ideological work to the strategic height of “extremely important”. Colleges and universities, important front of ideological work as we know, are facing many challenges. Political instructors serve as the bridge between Party committees, management departments at all levels and students, and act as the main practitioners of ideological work in Colleges and universities, missions which assign their roles as organizer, coordinator, executor and provider of feedback of ideological work. The specific ways to effectively realize the management power of ideological work in Colleges and universities include 1) strengthening guidance and flexible management; 2) coordinating forces and cohesing consensus; 3) sticking to the bottom line and occupying positions; 4) integrating feedback and acting on the basis of facts.

The failure of Legalists in the struggle with Confucianism for ideological discourse in the Western Han Dynasty provides us with enlightenment for maintaining the safety of socialist ideology dominated by Marxism and grasping the right of discourse in the ideological field. We can draw lessons as follows to grasp the right of ideological discourse, 1) we must strengthen the rule of law and at the same time cultivate literary morality; 2) we must give consideration to both “national wealth” and “citizen’s affluence and happiness”; 3) we need to establish a united front.

Rawls’ “principle of legitimacy of political liberalism”, based on “the concept of consensus”, presupposes “a view of religious restraint”. To his critics, this view of religious restraint inevitably leads to the problem of “integrity” religious integrity of believers, as religious reasons are “enclosed”, is “divided into two parts”. Rawls responds to criticism by relaxing restrictions on religious reasons, but such response is far from satisfactory to critics; the “convergent concept”, though with difficulties of all sorts, is more inclusive of religion. Generally speaking, we should respect the religious integrity of believers, but this does not mean “Non-boundary freedom”. In addition, it is not appropriate to exaggerate the division between political liberalism and its critics.

Rational choice theory has been widely employed in modern social science and practical philosophy. According to its basic hypothesis, the essence of rationality is to maximize self-interest or to realize self-goal. Such a view of rationality was criticized by Amartya Sen who claimed that neither self-interest nor self-goal could adequately characterize the requirement of rational choice. In his view, a rational choice is one that would survive the critical scrutiny of the chooser. All types of reasons and considerations, Amartya Sen held, should be included in the space of rational thinking, while the freedom to adopt the reasons he or she appreciates should be given. Sen’s theory, though having broadened our understanding of rationality, can not serve as one approach to justice.

Drawing upon the theory of isomorphism, this article sets out to illustrate the practice of teacher professional autonomy within the institutionalized context that is molded by social values. When higher education institutes are forced to adopt the efficiency-led approach created by neo-liberalism, they tend to display homogeneous features associated with organizational forms and administrative modes. While this convergent trend corresponds to the characters of isomorphism, individual institutes may engage in the strategy of reference, permitting them to maximize their own advantages. As divergence and convergence are in parallel in the institutionalized milieu, an action scope with a loosely defined boundary develops, so the actors, including teachers, enjoy a certain degree of relative autonomy. Nevertheless, the practice of this autonomy is stipulated by the mechanism of social selection. Such a correlation suggests that this mechanism functions as a macro form, indicating the specific social positions of individual actions in the social structure, which are the key indicator of measuring social returns, including reward and sanction. The combination of knowledgeability, creative action and ability is able to regulate such positions.

An attention to ethical issues in inter-cultural scenario investigation is conducive to laying the foundation for its “rationality”, promoting its “orderly” process, and ensuring the “value” of research results. However, in reality, the traditional education survey of “culturally blind spot” renders the presupposition stage lack of moral reflection, the misplacement of moral behavior among the subjects in the investigation process, and the deviation of benefit allocation of the survey results. Through exploring the ethical norm system, seeking common understanding of moral behavior among the subjects of investigation and research, and evaluating the results of investigation according to the criterion of “common good”, the process of inter-cultural scene investigation and research in difficult situations, from the perspective of cultural sensitivity, can be promoted, thus enhancing the realization of its value.

Concepts like personal growth, personal growth initiative, post-traumatic growth and so on have been put forward by researchers with an aim to better adapt to the environment, cope with stress and improve happiness. Individual growth refers to the positive self-change of an individual. Individual growth was measured by Ryff’s Psychological Well-being Scale, Personal Growth Initiative Scale and Post-Traumatic Growth Questionnaire. The factors affecting personal growth include demographic variables, family environment, social support, cognitive reconstruction, recreational activities and social culture, which have an important impact on individual’s professional identity, mental health, happiness and so on. Promoting the personal growth of visitors is the core content of psychological intervention. Future research can further improve the structure of personal growth, explore the influencing factors of personal growth, adopt more advanced research methods, and further improve the psychological intervention measures of personal growth to improve mental health.

The objective of this study is to explore the influence of psychological capital on job engagement, and the multiple mediating effects of control sense and job insecurity among teachers in Open University, by adopting psychological capital scale, sense of control scale, job insecurity scale and job involvement scale for an anonymous test. The results indicate that 1) psychological capital has a significant predictive effect on job involvement; 2)sense of control and insecurity have a partial mediating effect between psychological capital and job involvement; 3) sense of insecurity has a complete mediating effect between sense of control and job involvement; 4) psychological capital has a significant indirect effect on job engagement through sense of control and insecurity, while sense of control has a significant indirect effect on job engagement through sense of insecurity. The conclusion is thus made 1) sense of control and insecurity play a mediating role in the impact of psychological capital on work engagement; 2) psychological capital can directly affect work engagement, but also indirectly affect work engagement through sense of control and job insecurity. In view of such, suggestions are put forward that in the process of school management in open university 1) we should, on the one hand, improve teachers’ psychological capital, and on the other hand, adopt various strategies to enhance teachers’ autonomy and work initiative, so as to enhance teachers’ sense of self-control, strengthen teachers’ sense of job security, and thus promote work engagement.

For an insight into the psychological characteristics of junior middle school students’ concept of filial piety in the period of social transition, 420 students in two middle schools in Jiangsu Province were investigated by adopting Ye Guanghui’s Dual Scale on Filial Piety. The results show that (1) Their reciprocal concept weighs much more than the authoritative one; the former is relatively stable and has a high score, while the latter is declining. (2) Those concepts bear significant differences in gender, grade, economic status, and has disparity between only-child and non-only-child. Specifically, for girls, the score, on reciprocal concept, is significantly higher than for boys, while for boys, the score, on authoritative concept, is significantly higher. Secondly, about reciprocal concept, the score of grade-three students is significantly higher than that of their juniors. But about the authoritative concept, the scores of the first grade students are significantly higher than their seniors. Thirdly, with respect to reciprocal concept, the score of the only child is significantly lower than that of the non-only child, but there is no significant difference between the two concerning the authoritative concept. Finally, as to the reciprocal concept, the scores of the students with large and average family income are significantly higher than that of the students with small family income, while to authoritative concept, students from poor families scored significantly higher than students from rich families.

The paper holds that the proximal demonstrative Kei⁵ in Dejing dialect of Zhuang language is borrowed from “ge” in Pinghua. The grammaticalized “ni⁰”, drawn from the inherent word “ni⁴”, bears the same function as proximal demonstrative does. The grammaticalization of “ni⁰”, and the differences in function and the reasons behind with regard to two proximal demonstratives “kei⁵” and “tən⁴” are analyzed. It is concluded that the borrowing of “kei⁵” and its related evolution are triggered by linguistic contact.

The number of tones in Chinese taken as an example, this paper presents the three core ideas of big data general thinking, fault-tolerant thinking, related thinking and linguistic geographic information system as the methods of studying Chinese dialects and their evolution. By using large data to obtain Chinese tone types, and drawing language co-occurrence areas through GIS, we can observe the correlation between language evolution and historical administrative divisions, and thus seek the historical reasons for language evolution.

This paper is a research about the application of continuation-task methods to Chinese writing teaching for foreigners as a second language. Through an empirical research with foreign students of intermediate level as the subjects, by taking both synchronic and diachronic approaches, its feasibility is proved, and a conclusion is drawn that the continuation-task method could be applied into teaching Chinese writing for foreigners, and it does improve the teaching efficiency. Based on the experiment, a teaching mode is initially established, it advantages is discussed, and suggestions on how to carry out this method at class is put forward.