Collaborative Innovation of Ideological and Political Education in Colleges and Universities Based on Philosophical Cognitive Thinking

By Guan, Defang | Kuram ve Uygulamada Egitim Bilimleri, October 2018 | Go to article overview

Collaborative Innovation of Ideological and Political Education in Colleges and Universities Based on Philosophical Cognitive Thinking


Guan, Defang, Kuram ve Uygulamada Egitim Bilimleri


Effective approaches to ideological and political education research are the most important subject for college teachers (Lee, 2012). With the rapid development of the network information era, networks have become an indispensable part of our life, work and study. Networks have brought a colourful world to students together with certain negative impacts (Li, 2018). The new media is a form of media based on Internet, mobile communication and digital technology, which provides readers with information and related services via some common terminals. With the help of various devices and applications, the new media, due to its vast information flow, portable use and good human-computer interaction experience, has become the main form of information acquisition and communication among students in colleges and universities (Vandsburger, DuncanDaston, Akerson & Dillon, 2010; Garcia & Jager 2011). In this context, it has become a mainstream choice in many universities and colleges to conduct ideological and political education through the new media. The pattern of undergraduate political education in colleges and universities is shown in Figure 1.

With this trend, the ideological and political education in colleges and universities has undergone tremendous changes in terms of educational resources and teaching means, carriers and approaches. At present, the discussion on the innovation of ideological and political education in colleges and universities is mainly about how to explore and utilize philosophical cognitive thinking on the technical level and apply it to the ideological and political education.

The Influence of Philosophical Cognitive Thinking on the Function of College Ideological and Political Education

Philosophical cognitive thinking plays a multi-faceted role in ideological and political education. It is very important for us to recognize both its positive and negative aspects when it comes to ideological and political education (Ward, 2001). Figure 2 shows the core themes of cognitive philosophy - cognitive development, cognitive model and cognitive representation, which are divided and integrated from the dynamic, representation and simulation dimensions.

On the one hand, philosophical cognitive thinking is the new carrier of ideological and political education in colleges and universities. Its interactivity and equality as well as its efficient and compatible means of communication can enhance the communication between teachers and students, avoid one-way education, and gradually help form a multi-agent communication model. This can fully stimulate students' enthusiasm for learning and make them actively participate in relevant educational activities, so that ideological and political education can fully achieve its expected results (Xu & Xu, 2017). For example, it allows students to express personal opinions on major social issues during free discussions and to comment or debate on some hot topics. This can help students resonate with positive ideas and thus extend the results of ideological and political education. The cognitive development stage and its corresponding scores are shown in Table 1.

On the other hand, there are also differences in humanistic logic between ideological and political education and other methods. Specifically, some methods focus more on the economics of an enterprise, of which the purpose is to meet the needs of consumers and achieve optimal configuration. Humanistic education in colleges and universities mainly emphasizes the cultivation of students in value systems, ways of thinking and habits. Its essence is not to cater to, but to guide the students and respect their autonomies (Chen, Lu, & Liu,2018). In this regard, other methods inevitably conflict with ideological and political education. Therefore, how to play the advantages and reduce the disadvantages has become the focus of educators. Figure 3 is a 3D pattern of cognitive thinking. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Collaborative Innovation of Ideological and Political Education in Colleges and Universities Based on Philosophical Cognitive Thinking
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.