The primary concern to run a state is to gather men of virtue and ability. The same is true to the CPC in having achieved a historic leap from China’s “standing up”, “getting well-off” to “getting strong”, a giant step that attributes to the Party’s strengthening the construction of the cadre team since its founding in 1921. To be more specific, the selection of leading cadres, the key minority of the cadre team, is the key link of the cadre system. This paper, based on the perspective of Historical Institutionalism, 1) constructs an analytical framework of the Centennial changes of the CPC selection system of leading cadres; 2) presents a panoramic view, i.e. the four historical stages that the system has been undergoing; 3) gains insights into, from the dual dimensions of structural logic and historical logic, three types of institutional changes of the selection system in the period of path dependence and key nodes, namely, functional changes, gradual fine adjustment, and significant changes and important characteristics, of the system. The paper, in inclusion, 1) sums up, from the three dimensions of democratization, scientification and legalization, the basic experience and trend of the Centennial changes of the system; 2) carries out extended discussions and puts forward policy suggestions on further deepening the reform of the selection system from the three aspects namely unblocking the channels for social talents to enter the Party and government cadre team, establishing and perfecting the mechanism and standard of being able to be promoted or demoted, and practically making greater efforts to select cadres from grass-roots level.

Document politics is a kind of governance mode of the Communist Party of China, within the framework of the Constitution and law, taking political documents as the core to grasp the direction of national development, implementing the requirements of political documents with specific documents, and turning the document that can stand the test of practice into law. As for its operation, the core embodiment lies in its formation and implementation of political documents. This paper, on the basis of discussing the applicability of political mobilization analysis, taking the report of the National Congress of the Communist Party of China as an example, analyzes the operation of documentary politics by employing the interpretation model of “issue building-identity polymerization”, regards the formation of political documents as the process of “issue building”, mainly including the stages of creation, formation, modification and completion, and takes the implementation of political documents as the process of “identity polymerization” specifically manifested as the realization of the functions of ruling, conversion, and mobilization. Document politics, though bearing reasonability and necessity, i.e. it not only offers a guide to national development, but also imposes the discipline of party power and the restraint of individual will, has certain limitations. In view of this, we still need, in the future, on the one hand, to use political documents to “steer” the country’s development within the framework of the Constitution and law, and on the other hand, to reduce the quantity and improve the quality, of documents, thus providing the Chinese model and Chinese solution for world development.

A new supervision mode is urgently called upon as the traditional command-control mode can not meet the needs of the current new formats in the context of modern information society with rapid development of science and technology. Smart supervision, born at the right moment, is not a simple sense of traditional regulation plus Internet technology, a traditional view, but a new concept and mode as it adheres to the supervision concept of “macro supervision”, i.e. an advocacy to diversification of supervision subjects and means, and to a combination of different tools to achieve a win-win situation between the regulators and the regulated with the least intervention and the lowest cost. This paper, based on analyzing and clarifying the origin and concept of smart supervision, innovatively proposes a typological analysis framework, i.e. to analyze in terms of two categories of “Zhi (Technology)” and “Hui (cooperation)”-the two combined mean “Zhihui” (smart) in Chinese; the regulatory practice, in terms of the level of supervision technology and cooperation, is divided into four types: traditional, technical, cooperative and smart. A classification and comparison of the cases studies of smart supervision reform conducted by local governments in the field of food safety tells the differences in the practice of smart supervision reform, followed by some suggestions for promoting the development of smart supervision in China: we should rely on the information technology development dividend in the Internet era to achieve a new mode, more refined, more responsive and based on the incentive mechanism of regulatory objects, with an aim to make the mode truly intelligent, thus improving the efficiency of intelligent supervision.

The legal liability system in Food Safety Law of the PRC, influenced by the theoretical paradigm of the branch law of Chinese mainland, presents a pattern in which the civil law, the criminal law and the administrative law are separated from each other, and the legal liability of the three branch laws, in practice keeps the same pattern. Such a pattern, however, as for food risk bearing both positive and negative significance, is difficult to maintain the best deterrent effect of liability. The rule of law in food safety, from the perspective of functionalism of risk regulation, is by no means a rule of law in which public and private laws are opposed, but cooperate, and branch laws do not interfere, but link, with each other, thus avoiding the double risks of insufficient or excessive deterrence. The linkage mechanism of the liability of the three branch laws in the food risk should be built from the following aspects: the unification of the value goal of the legal liability system, the echo of the constituent elements, the coordination of the way to take over the liability, and the interaction of the liability implementation procedures.

Some practical misunderstandings in the understanding of the relationship between labor and labor education arises in promoting labor education in some schools, resulting in the replacement of labor education design with labor, the simple equivalence of labor education resources with labor resources in resource development, and the substitution of comprehensive education effect with labor achievements in evaluation. There has been, in fact, at least three forms of practice within the relationship between the two: the first is to regard labor as the basic attribute of education, emphasizing the labor nature of education; the second is to take labor as the goal of labor education, emphasizing the cultivation of labor literacy; the third is to view labor as the carrier of labor education, emphasizing the educational value of labor. It is better to regard labor as the goal of labor education, one of the “five-dimension education”, a view which better highlights the unique educational value and produce better results, of labor education, an analysis based on the three perspectives, namely the naming logic of educational activities, the value orientation of educational policies and the solution of practical problems in labor education tells.

The arrival of artificial intelligence era has not only profoundly changed the existing form and working methods of labor, but also naturally brought new changes to the internal connotation of labor education, i.e. its value lies in establishing compatible and pluralistic labor value, developing the ability to control, collaborate and transcend, and cultivating the labor spirits of seeking truth and innovation. However, the frontier values and emerging technologies in the era of artificial intelligence have profoundly impacted every aspect of labor education. Under the profound impact, labor education has been reduced into a dilemma, possibly haunted by value alienation that emphasizes technology rather than human, content enrichment that is superficial and contradictory, narrowing practice that absences the participation of body, and digitizing evaluation that pays attention to the quantity instead of the quality and so on. To resolve it, labor education should take 1) the value orientation of promoting the all-round development of human being as the logical starting point, 2) the integration of the idea and content of labor education as the internal, 3) the embodied practice across time and space as a turn of action, 4) the establishment of a diversified evaluation system as the evaluation mechanism.

The concept of labor value refers to individual’s subjective cognition and abstract generalization of labor value. Cultivating positive labor values is both the core goal of labor education, and the important foothold of labor education in the new era. It is urgent to strengthen labor value education because of diversified changes of labor forms and the alienation of labor thoughts among primary and secondary school students. As through labor has been established the relationship not only between man and nature, but also between man and society, to carry out labor value education in the new period, we should fully not only explore the value of labor to individuals, society and nature, but also endow it with new connotation; we should consider the characteristics of values and follow the law of teenagers’ physical and mental development. Effective measures to improve the quality of labor value education include values clarification, real labor experience, multidisciplinary penetration and diversified publicity and the like, the paper concludes.

Developing expanding curriculum is an important approach to implement labor education in primary and secondary schools as it helps, on the basis of respecting students’ independent choice and promoting their personality development, to implement the goal of labor education curriculum, optimize its structure, enrich its content, and improve its evaluation, thus building a solid guarantee for cultivating students’ labor consciousness, labor ability and labor spirit. However, some primary and secondary schools, in the development and implementation of labor education expanding curriculum, due to some reasons, are confronted with many difficulties embodied in curriculum objectives, content, subject teachers, curriculum implementation, evaluation system and so on. To cope with that, it is necessary to build a diversified and systematic curriculum system, improve teachers’ quality to develop and implement the curriculum, promote the joint efforts of family, school, and society to carry out the curriculum, and establish a systematic and scientific evaluation system.

The moral value of labor is embodied in the labor’s promoting the formation and development of individual morality by preserving moral subject, producing moral norms and stimulating moral consciousness. Labor has evolved into three kinds of morality: professional morality, social justice, and the supreme good at the three conceptual levels of individual preservation, social activity and human practice. The moral value of labor education is reflected in that labor education provides students with moral growth points, moral experience process and moral practice approaches. There are three ways to integrate labor education and school moral education; promoting school moral education through labor education, integrating the former into the latter, providing close cooperation and collaborative support among school, family and society. Labor education follows the principles of integration, coherence, the tide of the times and naturalness, and promotes high-quality school moral education through curriculum setting and the educational process of “for labor, through labor and in labor”. School moral education strengthens the significance of labor education in concept, objective and curriculum, and condenses the value of labor education from the aspects of responsibility, consumption view, creativity and public consciousness. The support of family education and social education is the premise and proper path of the integration of labor education and school moral education.

Labor education based on multidisciplinary pervasion, in primary and secondary schools in the new era, is a new form, a kind of education mode focusing on labor education, connecting and employing the resources of many related disciplines, so as to better realize the comprehensive education value. It embodies the educational concept of the integration of five-dimension education, targets to the overall development of human beings, and appeals to the cooperation among various disciplines. Its practice framework mainly includes three basic aspects: establishing the common goal of labor education in all disciplines of primary and secondary schools, the foothold of teaching materials and the starting point of implementation, so as to realize the multi-dimensional pervasion of the goal, content and process of labor education. For a further promotion, it is necessary to establish an overall collaborative view of implementing labor education, enhance teachers’ labor education sensitivity and pervasion ability, and construct a top-level design of school culture for a systematical promotion.

Labor bears dual characteristics: making a living and surpassing. To define labor education, we need to clarify three issues: how labor connects with and differs from labor education; how labor associates with the means and purpose of labor education; how body separates brain in labor education. Labor education, based on such clarification, is defined as a process in which teachers, as the subject, guide students to develop freely and in an all-round way in moral, intellectual, physical and aesthetic aspects by means of creative and embodied labor. Labor education, based on “Huang Qu debate”, is located as follows: it bears enormous value in promoting an all-round development, and should give full play to its instrumental value. Therefore, the value of labor education lies in its promoting people’s all-round and free development. We should, in the new era, restate the historical and realistic logic of labor education in order to grasp the Chinese practice and development direction of labor education, that is, a shift from serving political needs to serving economic construction, and next to promoting people’s all-round and free development.

Early Confucianism once produced different forms of the Six Classics, doctrines of Pre-Qin sages, and commentary learning of Confucianism - to integrate the two different academic forms - classics and commentaries - into an organic ideological system. The three sorts are not only different in literature form, but also in academic status. The literature form of the Analects of Confucius, the Great Learning, the Doctrine of the Mean and Mencius, in the history of Confucianism, has changed one after another. In the Spring and Autumn Period and the Warring States Period, the four books fell into the doctrines of the sages, while in the Han Dynasty, they were shifted to the commentary learning of the Six Classics. Next in the Song Dynasty, they enjoyed equal status as the Six Classics, and even evolved into the studies of the Four Books, the Confucianism classics, thus weighing more. Its constant changes in literature form over the thousand year history of Confucianism results from the constant change of its ideological content.