This book ambitiously presents the current directions and goals of the Chinese idea of modernization in education. Searching for a neutral way to understand educational reform and policy-making in the midst of many different theories in the field, the authors combine the theories of ecology, regional studies, and educational philosophy to focus on the hot topics relating to the current problems in Chinese education. In addition to the theory of education, it offers an interdisciplinary approach to educational policy and administration, including perspectives from history, evaluation and (big) data processing, modernization, planning-making, curriculum and teaching, element analysis etc. within or beyond the limits of education. This book is a valuable resource for policy-makers and administrators as well as teachers and students majoring in education or related fields. It is also beneficial to those interested in interdisciplinary approaches to educational theory studies and regional studies in education, and practitioners in schools and higher education institutes as well as anyone wanting insights into Chinese education from the perspective of regional studies.

This book explores the possibility and feasibility of building a new model of major-country relations between China and the United States, which is of great significance to the sound interaction between the two countries and the preservation of peace and stability of the world. In early June 2013, Chinese President Xi Jinping and US President Barack Obama reached a consensus on building a new model of major-country relations at the historical Sunny lands meeting in California. In the years that followed, the two leaders were committed to that goal despite the different interpretations in its substance. How is the new model of major-country relations conceptualized and developed? What renders it possible? Is the major-country conflict inevitable? These are the basic issues addressed in this book. Now, China-US relations are at a critical juncture. The international community is watching the world's two largest economies and is quite concerned about the future of one of the world's most complicated bilateral relationships. This timely publication of Professor Tao Wenzhao provides us with a realistic approach to managing this vital relationship in a candid and balanced way.

This book ambitiously presents the current directions and goals of the Chinese idea of modernization in education. Searching for a neutral way to understand educational reform and policy-making in the midst of many different theories in the field, the authors combine the theories of ecology, regional studies, and educational philosophy to focus on the hot topics relating to the current problems in Chinese education. In addition to the theory of education, it offers an interdisciplinary approach to educational policy and administration, including perspectives from history, evaluation and (big) data processing, modernization, planning-making, curriculum and teaching, element analysis etc. within or beyond the limits of education. This book is a valuable resource for policy-makers and administrators as well as teachers and students majoring in education or related fields. It is also beneficial to those interested in interdisciplinary approaches to educational theory studies and regional studies in education, and practitioners in schools and higher education institutes as well as anyone wanting insights into Chinese education from the perspective of regional studies.