Although some studies have explored the relationships between childhood maltreatment and life satisfaction, few studies have explored the pathways between those two variables in a sample of student preschool teachers. The current study, thus, attempts to explore the relationships between childhood maltreatment and life satisfaction in Chinese student preschool teachers and to examine the roles of resilience and social support in those relationships. A total of 1218 students majoring in early childhood education were recruited from three Chinese universities to attend this study. Self-reported questionnaires were used to collect data, and structural equation modeling was used to perform data analysis. Results showed that childhood maltreatment was negatively associated with life satisfaction in Chinese student preschool teachers; resilience and social support mediated those relationships. The findings suggest that childhood maltreatment not only has a direct relationship with life satisfaction, but also has an indirect relationship with life satisfaction via resilience and social support. Childhood maltreatment should be considered when enrolling student preschool teachers, and increasing levels of resilience and social support should be meaningful approaches when cultivating student preschool teachers who have experienced childhood maltreatment.

When Hong Kong became a British colony in 1842, the educational system was not centralized. However, after World War II, a wave of decolonization swarmed the globe. In 1945 an internal war broke out between the Chinese Communists and the Nationalists, resulting in the founding of the People's Republic of China in 1949, and the Nationalists' retreat to the Taiwan region. Both sides attempted to shape the direction of education to influence Chinese habitants in Hong Kong. The British colonizer in Hong Kong, in order to safeguard their vested interests, decided to centralize the Chinese people's education and impose a series of curricular reforms, which acted to instill negative feelings or political indifference towards China among younger Hong Kong residents. Following the Bourdieusian theory of social reproduction by educational means, this paper proposes to foster and develop critical thinking regarding the colonial history of Hong Kong and the changing nature of the local Chinese identity as fostered in the school curriculum. This study found that the British colonizer imposed cultural arbitraries in the pedagogic action of the colonial Chinese curriculum and gradually established a colonial educational system that guaranteed the reproduction of the Hong Kong residents with little Chinese nationalism.

Against a background of promoting the industrialization of higher education in Macau due to COVID-19's damage to the territory's major industry—gambling, the present study adopted phenomenological psychology to explore teachers' lived experience of being pedagogical in a university with a neoliberal vision and mission. Using a general structure, the findings revealed that teachers encountered challenges being pedagogical. These challenges emerged not only due to the university's corporate management, but more importantly because of a shift in perceptions—where students became like customers and teachers became self-interested—which made pedagogical relationships difficult to establish. Furthermore, teachers were found to develop negative emotions when their pedagogical actions or intentions conflicted with neoliberalism. The findings suggest that pedagogy in higher education is being challenged and transformed.

Challenging the way critical thinking is often considered a skill, this paper explores possible discursive reasons for the skill-orientation and technicization of this concept. First, using Michel Foucault’s ‘division and rejection’ theory as a discursive analytical lens, the discussion explores the neoliberal alliance of international organizations, national governmental authorities, the media, job markets, schools, and concerned parents. It explores how this alliance promotes the discourse of skill and competence, and prepares the ground for critical thinking’s technicization. Drawing further on Foucault’s decoding of human capital as the essence of neoliberalism, the paper explores the way that the technicization of critical thinking fits with a conception of the human beings as a complex mixes of production and consumption, where, as homo economicus, they become entrepreneurs of themselves. Second, in the light of Foucault’s discursive analytical conception of the will to truth, the paper traces possible historical underpinning of critical thinking’s technicization. It argues that power-knowledge, the dark side of Enlightenment technological rationality, creates an increasingly technical conception of the world that tampers with the criticality of critical thinking. If critical thinking does not render people aware of the power impinging on them, it loses its value and meaning. The paper proposes that critical thinking should rather be conceived along the lines of a Foucauldian conception of critique: the art of not being governed, which takes inspiration from Kant’s conception of enlightenment. It explores how to practise Foucauldian critical thinking, how Foucault’s technology of the self can be enacted as the protector of subjectivity against the governmentality of power.

With the rapid development of China's national economy in contemporary society, traditional museum exhibitions are gradually unable to meet the growing spiritual and cultural needs of the public. Therefore, contemporary museums must find new ways to promote their own development. Through the introduction of the museum's current development results of digitization of museum and digital museum, the text introduces the problems and solutions in the development of the museum, and then discusses the future development trend of the museum.