From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China

Abstract Beginning with a resounding remark about how to regenerate new civilization made by Chinese modern philosopher, Hu Shih, this chapter briefly explores the question of why and re-establish pedagogics didactics in light non-affirmative theory education globalized world twenty-first century. An overview introduction European didactics, Anglo-American curriculum studies, Russian pedagogical theories is provided first, reflection on shifts changes that have taken place process those foreign during past Then, reconsideration relationship politics economy from perspective offered, arguing should not play dominant role because equal politics, nor it economics equivalent economics. Rather, has its own play: cultivate individual persons who are open any ideas knowledge, competencies, skills through which create society people desire. Based argument above, author puts forward fresh idea can confront challenges century: integrate German studies based harmony. In conclusion, believed rise China other fields such as science technology over decades re-evaluation traditions, theres confidence they rebuild discourses disciplines, including blended discipline.