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Investigation into the Construction of University Public Ethics Courses Based on the Philosophy of Inclusive Education

Author(s)

Li Wu

Affiliation(s)

College of Humanities and Foreign Languages, China Jiliang University, Hangzhou, Zhejiang, China

Abstract

In the context of the nation’s strong push toward becoming a leading global force in education, universities must clearly define their talent cultivation objectives and prioritize the fundamental task of moral development. Thus, enhancing the construction of public ethics courses has become an essential endeavor. The concept of inclusive education, which centers on students, recognizes their individual worth, and embraces their diverse characteristics, is an ideal match for the development of public ethics courses in universities. This paper analyzes the challenges currently faced in the construction of public ethics courses in higher education, and explores how the philosophy of inclusive education can be practically applied within the realms of belief, knowledge, action, and course design. Based on these insights, the paper proposes strategies for improving the development of these courses.

Keywords

Inclusive Educational Philosophy; Public Ethics; Higher Education; Course Construction

References

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