In the West and the East, educational philosophies, practices and contents differ significantly. Contemporary Western education emphasizes individual development, often neglecting critical thinking, mathematics, and history, including the basics of philosophy, ethics, and morality. Not to mention contextual education. That in the East tends to favor memorization, standardized testing, and collectivist social-civilizational values, math, physics, chemistry, biology, and history. It can be argued that Western education promotes active learning through often fruitless discussions (rather than genuine dialogue), projects and hands-on activities, and teachers act as facilitators and guides rather than disseminators of knowledge. General Eastern education is often more teacher-centred, emphasising memorisation, especially in subjects such as mathematics and science, group harmony, social responsibility and respect for authority.
In general, therefore, both Western and Eastern education systems have their strengths and weaknesses. This is demonstrated by comparison with the EU's nomenclature of the European Schools in a political context. The European Schools are official educational institutions that are jointly managed by the governments of the member states of the European Union. Legally, they are considered as public institutions providing education for the children of staff of the EU institutions, staff from permanent representations and other representations. Education is free for these children and the children of teachers and staff of the European Schools. On the basis of contracts and agreements concluded with the Board of Governors of the European Schools, and in order to satisfy democracy, a number of children from the town and neighbourhood where the European School is located or where there is a multinational company within easy reach may attend these schools. However, these children must pay tuition fees.
The Czech Republic adopted the Convention on the Statute of the European Schools in 2004. The negotiators of the Czech membership in the EU did not ensure the establishment of this institution in the Czech Republic for reasons that are incomprehensible to the author of this paper. In doing so, they have allowed the introduction of an endless system of educational reforms resulting in a steadily declining quality of education and assessment that no one abroad can understand without help. However, there are serious cultural and political reasons that the negotiators and the Czech Euro-commissioners could have taken into account if they had not been vain and represented other interests. Notwithstanding the above, Czech sections were set up at the European School in Brussels III and Luxembourg for the children of Czech officials.
Secondary education at the European School is completed with the European Baccalaureate. This is recognised as an entry qualification for study at all universities in EU Member States and in many other countries around the world, which, according to the author's personal experience, is not the case for the current Czech Baccalaureate. Why is this so? The examination boards are chaired by a university professor from the country currently chairing the Supreme Council of European Schools. The written and oral exams test knowledge of subjects taught in the 6th and 7th year of the secondary cycle. And, for example, in the examination of the author's daughter, the teacher was not allowed to say a word. Read more here
When it comes to educating politicians, legislators who do not understand and respect the laws they pass, and the ruling elite, there is no single compulsory educational path. I do not know whether and where there is a supporter of an educational programme for future elites based on a proven system of intensive development of individual abilities, which I can offer in Austria.
The first principle of John Rawls' theory of political justice is that every citizen should have an equal chance of being elected to the highest office. This theory has its pitfalls: Can lack of qualifications be a reason not to follow this principle? And the question follows: How does a modern (democratic) society help itself? Every day we get shocking answers from politicians, the media reporting new scandals, corruption, and even murders that lead to a loss of trust not only in politicians but also in the administration and the state itself.
In the case of the Czech Republic, the question can legitimately be asked: Can the Czech nation save itself when it is dying out naturally, politicians are adding a deadly war to their backpack, and citizens do not realize that it is the rhetoric of war that will lead to irreparable horrors and crimes? It seems to me that none of the politicians care. No one is going to save the Czech nation because they can't. But we can work together to ensure that all citizens receive a high level of general education through schooling, which could be reflected in the behaviour and actions not only of officials in high political positions and their corps of advisors. The system does not rule out the possibility that a poorly educated President, Prime Minister or Minister, despite his advisors, might often ridicule himself because he does not know the simple facts or cannot interpret them.
Why is that? I think it is the temptation to act, unwisely or unfairly, for one's own benefit or for the benefit of a particular interest group. Political action always involves conflict, complex contexts, and dilemmas-how to make a just decision? The question is whether an educational course can help here. Indeed, one should know something about ethical behaviour and the dangers of violating it through political action. In the long run, the latter has negative consequences for the whole of society.
For readers interested in the topic, I offer: The attached PDF text in English-China Insight Read more here
China's eight-point CC decision
The Communist Party of China has launched a party-wide education campaign to implement the eight-point decision of its central leadership to improve work behavior. The campaign was launched after the two annual sessions of the top legislature and political advisory body.
During the campaign, members of the Communist Party of China will study and apply the guiding principles of the Eight-Point Decision and its supporting regulations, including serious violations of the rules. They will use cases where disciplinary violations have evolved into corruption to strengthen educational and deterrence efforts.
The eight-point decision is a set of rules adopted by the party leadership in December 2012 to address chronic bureaucratic problems, including official privilege and extravagant banquets. Presenting a text of just over 600 words, it sets out rules and responsibilities for party leaders. The eight-point decision was later expanded and applies to all CC members.
After more than a decade of implementation, the eight-point decision is being remembered as a game changer in Chinese governance and state administration. The latest circular says the campaign should emphasize public participation and welcome public oversight, while warning against superficial compliance.
I remind you that, according to official figures, more than 225,000 cases of violations were investigated in China in 2024 alone, that the eight-point decision is not the highest standard, and it is not final. It is only the first step in the CCP of China's efforts to improve its practices in governance and what the Party expects from its members. This is evidenced by President Xi's statement:
Leaders at all levels must lead by example, serve as role models, and do what they say and live up to their promises. In the Politburo, I will start with myself. Following the publication of the eight-point decision, a number of measures have been issued concerning working practices, including:
- Conducting quality research and analysis with a real understanding of the conditions when conducting studies at the local level;
- streamlining consultations and improving the way consultations are conducted;
- making documents clearer, including briefing documents, and improving the writing style;
- Standardising procedures for working abroad;
- improving workplace safety and adhering to the principle of doing what improves relationships with people;
- improve the news coverage;
- establish strict rules for the publication of articles; and
- Encourage thrift and strict adherence to the rules of incorruptibility in government.
Quality education, which is considered to be a solid foundation for the existence and development of a nation, state and civilization, is more and more becoming a privilege rather than a natural human right. When people are deprived of quality education, they are deprived, among other things, of the tools of critical thinking; ideologisation deprives them of the right to make mistakes, to question and to demand better governance.
In theory, informed voters are the backbone of a functioning democracy.
How can we educate informed voters when there is no quality education, when people know that politics is a cesspool, and when politicians love poor and uneducated citizens? The cycle of poverty, ignorance, and political manipulation grows larger every year, the endless cycle of elections allows the masses to be kept in a state of destitution and ignorance, and allows politicians to influence voters with money (which is not and will not be in a known form), promises, and theatrics. Solving the current problems of education and schooling requires not only reforms from above, but also empowerment from the grassroots, starting with education, economic opportunity, and civic awareness.
Why? Because poverty, about which only a minority speak and write publicly, is not only a question of success, failure, shame and lack of resources, it is first and foremost a mechanism of control. The life and professional experience of the author of this paper allows us to argue that poverty profoundly affects people's ability to think beyond survival, and therefore political issues seem remote and irrelevant to them.
And this is where and why politicians come into play, not as leaders seeking to solve systemic problems, but as deceitful, vain and delusional promise-makers. The electoral campaign of the forces seeking change towards social justice and harmony could therefore be conducted in the words of the St Wenceslas Chant: St. Wenceslas, Duke of the Bohemian Land, remember your tribe, do not let us perish! No consent is needed.
Jan Campbell
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