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Accepted 2024-11-26
Published 2025-01-04
Abstract
This study explores the integration of ritual and virtue cultivation within Chinese classical dance teaching as a unique and culturally embedded approach to enhancing humanistic values within the framework of ideological and political education. Drawing on a comprehensive literature review and case studies in dance pedagogy, this research investigates how Chinese classical dance, deeply rooted in China’s rich cultural heritage, embodies ritualized movements and moral principles that serve not merely as a form of artistic expression but also as a conduit for instilling respect, discipline, and ethical conduct. By examining the structured movements, symbolic gestures, and values embedded within this traditional art form, the study seeks to illuminate how these elements can contribute to students’ moral development and cultural awareness, reinforcing virtues that align with both personal growth and civic responsibility.
The central aim of this research is to assess how the integration of these traditional elements within dance education can foster students’ humanistic cultivation, thereby strengthening their understanding of moral and civic values in an educational context that prioritizes both cultural preservation and ethical development. The findings underscore the potential of Chinese classical dance to deepen students' appreciation of cultural values, ethical awareness, and social responsibilities. Furthermore, the results suggest that embedding ideological education within the dance curriculum promotes a holistic learning experience, wherein students not only acquire technical proficiency but also internalize principles of ritual and virtue. This approach offers an innovative pathway for ideological and political education in contemporary academic settings, bridging the gap between traditional cultural education and modern educational goals and contributing to the formation of ethically conscious and culturally grounded individuals.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright (c) 2025 manfang Lyu (Author); HongJia Guo (Co-Authors)