Currently, parents are required to raise children following the law as new parenting professionalism in China. This article explores how the new Family Education Promotion Law (FEPL) creates new requirements for parents to cultivate future citizens by employing family educational science. It draws upon text and discourse analysis of bills of FEPL regarding educative parent performance law. Interweaving qualitative data with post-structural groundings, this article questions that it neglects the discussion about distinctions of educational knowledge in various family education contexts. Despite stipulation of responsibilities of parents and other guardians that underscores legality and authority of laws and regulations in order to create a suitable family education environment for children, its unexpected outcome is to include the ‘ideal’ parents and exclude others, based more on family educational science of child-rearing by neglecting the peculiar part of the culture and the produced discrimination to parents at the bottom. Moreover, we found that it produces a new decentralization trend and shifts the power among members in the education village.
<p> </p> <p>When science as a governance technique is applied and rationalized in social governance, educational improvement studies play their core role in educational governance. Recently, Improvement Science in Education (ISE) has introduced a large number of research paradigms, including critical, participatory, advocacy, and emancipatory paradigms. This paper proposes that the ISE lacks a vigilant paradigm as a postmodern way of thinking. Through the deconstruction of the concept of "progress", this paper attempts to propose the important role of postmodern thinking in the construction of ISE. This article argues that the secular meaning of "progress" is tacitly accepted and ignored in the science of educational improvement. Moreover, this paper develops Derrida's theory of political vigilance by introducing Taoist thought to the ISE.</p>
This article mainly proposes the point of view that financial literacy curriculum aims to make kinds of people, to make people with financial creativity of resource integration thinking and continuous ‘to conscience’ of morality, which is cultivate a way of thinking that can maximize benefits through the use of resource integration and constantly ‘to conscience’ to achieve goals for participants in financial structures with balanced interests. In this sense, this article argues that financial literacy is to make kinds of people with a financial mindset and constantly strengthen ‘to conscience’ through uniting of knowledge and action to achieve human well-being and benign operation of society. In this sense, this article attempts to determine what is really taught in financial literacy education in terms of curriculum theory. That is to improve creativity by cultivating financial thinking with constant ‘to conscience’. The views of this paper provide a new way of thinking about financial literacy education assessment. This changes the evaluation criteria of financial literacy education from the result-oriented of wealth growth to the process-oriented of financial creativity growth, trying to move the criticism of financial literacy education curriculum and evaluation from controversy to unity.
In recent years, various kinds of applications of artificial intelligence technology to the automatic driving vehicle were widely reported by the media, also aroused public interest. According to a survey by the Ministry of Public Security, there are more than 500 million motor vehicles in China in 2021 and more than 200 thousand traffic accidents occurred in 2021, which is a great challenge to traffic safety protection. Human reaction time, which consists of perception time and judgment time, is too long to take measures. Besides, human drivers may find it difficult to even make the right response in some complex road conditions. To improve this situation, the Intelligent Transportation System (ITS) may transform the traditional passive safety that takes protective measures after accidents into active safety that focuses on prevention. Deep learning network receives information through the vehicle-loaded sensor then makes judgments by its computing unit and prompts drivers the possible danger. This article reviewed the performance of different deep learning models in autonomous driving vehicles.
<p> </p> <p>When science as a governance technique is applied and rationalized in social governance, educational improvement studies play their core role in educational governance. Recently, Improvement Science in Education (ISE) has introduced a large number of research paradigms, including critical, participatory, advocacy, and emancipatory paradigms. This paper proposes that the ISE lacks a vigilant paradigm as a postmodern way of thinking. Through the deconstruction of the concept of "progress", this paper attempts to propose the important role of postmodern thinking in the construction of ISE. This article argues that the secular meaning of "progress" is tacitly accepted and ignored in the science of educational improvement. Moreover, this paper develops Derrida's theory of political vigilance by introducing Taoist thought to the ISE.</p>
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