The Historical Changes and Contemporary Implications of Chinese and Western Educational Philosophy from the Perspective of Cultural Identity

Abstract

In the context of globalization and cultural diversity, educational philosophy, as a key core carrier of cultural inheritance and value construction, has always been deeply integrated and constrained by the internal logical context of cultural identity in its historical evolution and contemporary transformation process. This article takes cultural identity as the starting point, systematically sorts out the historical context of Chinese and Western educational philosophy, analyzes the differences and integration trajectories of the two in cultural genes, value orientations, and practical paths, and reveals their implications for contemporary education in cultural inheritance, value integration, and model innovation. Research has shown that Chinese educational philosophy has undergone paradigm shifts from Confucian ethics, Western fusion, to modern reconstruction, while Western educational philosophy has shown a spiral upward trend of rationalism, empiricism, and criticism; The two complement each other in the tension of cultural identity, providing historical insights and theoretical support for the construction of a Chinese characteristic educational philosophy system.