A comparative study on curriculum design and educational practice of patriotic education in China and Belarus

Introduction

Patriotic education is a key element in moral, civic and ideological education. It enables students to comprehend the connection between individual development, social development and national development. It is not confined to national symbols, ceremonies and activities. More importantly, it helps students to understand the past, identify with the culture, be conscious of the society and have social responsibility.

Patriotic education is highly valued in both China and Belarus, but the historical context and education priorities are different. In China, patriotic education is closely tied to the concept of national rejuvenation, Chinese culture, socialist core values and the integration of education in school, at home and in the community. The Patriotic Education Law of the People's Republic of China institutionalizes patriotic education as a legal and educational project, and stresses patriotic education should be carried out through education, culture, media and social practice [1].

In Belarus, patriotic education is also considered as a fundamental part of education. The Education Code of the Republic of Belarus stresses the development of civic consciousness, patriotism and national consciousness in education [2]. In the real world, patriotic education in Belarus is tied to the state ideology, attitude towards the state symbols, historical memory and memory of the Great Patriotic War.

This comparative study of China and Belarus is significant because education in both nations is used to foster civic identity and national identity, but it is structured differently. China pays more attention to cultural heritage, moral cultivation, social participation and the connection between personal and national development. Belarus tends to priorities civic obedience, historical remembrance, collective memory and youth-oriented patriotic activities. Thus, this research examines curriculum design and teaching practice, two key aspects of patriotic education.

Curriculum design and content

Curriculum design is the way to integrate patriotic education into students' study. In China, patriotic education often does not take place in a separate course. It is often part of moral education, history, Chinese language, geography, art, music, class meetings and social activities. This ensures that students see patriotic themes in various learning contexts. It also prevents the isolation of patriotic education from other learning.

Chinese patriotic education has a wide scope. National history, national culture, revolutionary culture, national unity, national security, national heroes and martyrs, and national symbols. This demonstrates that China establishes patriotic education as an integrated system of history, culture, politics, ethics and social responsibility. Students are not only asked to learn about historical facts, but why the development of the nation is relevant to their own development.

Chinese curriculum design also emphasizes cultural self-confidence. Festivals, traditional culture, national accomplishments, local history and national development are used as teaching resources. This design not only enables students to develop feelings of national identity through culture and history. At the same time, patriotic education is linked with modern social processes. Students are expected to learn about the country in terms of the past, as well as social development and future challenges.

In Belarus, patriotic education is part of the broader system of civic and ideological education. Belarusian curriculum design is more relevant to state ideology and national history compared to China. The Great Patriotic War is an essential element because it is considered to be a source of unity, identity and historical respect.

Patriotic education in Belarus typically covers national history, state symbols, constitutional awareness, civic duty, national traditions, national heroes and respect for state. The Ministry of Education of Belarus's programmed on patriotic education indicates that the process is well planned and structured nationally [3]. Besides, there are also some military-patriotic educational activities. It is designed to foster discipline, responsibility and concern for national defense.

Comparatively, China and Belarus consider patriotic education as a curriculum task. But China's curriculum design is more culturally oriented, and with an emphasis on national rejuvenation, cultural self-confidence and social progress. Belarus's curriculum design is more associated with state ideology, historical memory and social discipline. China emphasizes the link between patriotism and cultural inheritance, while Belarus emphasizes the link between patriotism and collective memory.

At the same time, the curriculum in both countries faces a common problem. Patriotic education should not be taught only as knowledge, slogans or political topics, which may be abstract to students. So, curriculum development should not only provide knowledge of what patriotism is, but also understanding of why it is important and how to practice it in everyday life. Patriotic education should be a balance of knowledge, emotion, reflection and action.

Educational practice and path

The path of education is crucial to whether patriotic education can be a learning process. In China, patriotic education is conducted through classroom instruction, flag-raising, class meetings on patriotic themes, activities on national festivals, visits to museums, memorial hall education, reading activities, art performances and volunteer work. Such practice enables students to learn patriotism from practice, rather than only from books.

What China does is to combine the efforts of school, family and community. Schools offer structured education, families participate in moral and emotional education and society offers venues such as museums, libraries, memorial halls, media outlets and social organizations. This approach extends patriotic education to outside of the classroom and into students’ lives.

Technology is also playing an important role in Chinese patriotic education. Online museums, archives, exhibitions and interactive platforms can provide access to historical and cultural resources. But digital technology should not be used just for visual stimulation. Its effectiveness is determined by its ability to aid understanding of history, reflection on identity and merge patriotic feelings with civic actions.

In Belarus, patriotic education practice heavily relies on historical commemoration and youth activities. Schools and universities conduct memorial events, visits to museums and meetings with veterans, patriotic lessons, competitions, community events and volunteer work. This helps them to learn about Belarusian history and value collective memory. Belarusian universities have also engaged in dialogue platforms for implementing the national patriotic education programmed for 2022–2025 [4].

Public institutions and youth organizations are significant patriotic education actors in Belarus. Patriotic events are usually associated with public events, youth campaigns, historical education and state-funded educational initiatives. It demonstrates patriotic education in Belarus is not only a school responsibility, but also a societal one. It helps students to feel connected through collective identity and memory.

Belarusian patriotic education also has a military-patriotic component. This includes activities such as defense education, military history, discipline training and military education institutions. This is in line with the Belarusian conception of patriotism as synonymous with national security and loyalty to the state. Recent studies of Belarusian education also point to an increase in ideological and military-patriotic elements in the education system [5].

To improve patriotic education in both countries, it's important to establish better curriculum-practice interactions. Patriotic education should not be left just in textbooks or state-organized activities. Teachers should create tasks for students to analyses historical documents, talk about social responsibility, engage in cultural events and share their learning through writing, performance, research or service. Through such activities, students will be able to transform passively learning something to understand its meaning.

Teacher competence is also important. Patriotic education needs teachers who have historical, emotional and civic abilities. If teachers merely recite accepted ideas, students can become bored. If teachers cite historical examples, local culture, family traditions and examples from social reality, patriotic education will be more relatable and compelling.

Social and family institutions should also be more involved. Parents can help with patriotic education through sharing family stories, participating in culture and engaging in good citizenship. These include museums, memorial halls, libraries and social institutions. Above all, patriotic education should avoid indoctrination. It should teach students to develop their reasonable national identity, cultural self-esteem, historical knowledge and social responsibility.

Conclusion

The case studies of China and Belarus indicate patriotic education is a key component of national education in both countries. China focuses on cultural self-confidence, national rejuvenation, moral education and school-family-society collaboration. Belarus focuses on state ideology, social awareness, historical memory and patriotic practice among young people. This is because the two countries have different historical and educational backgrounds.

At the same time, countries have similar educational objectives. They both aim to develop students' national awareness, social responsibility and morality. The problem lies in the nature of patriotic education. Patriotic education should not be limited to rituals, banners or rote learning. It should be a critical and practical process by which students learn about the country, honor history, appreciate culture and engage in social responsibility. Only then can patriotic education effectively contribute to the development of responsible citizens and national education.