The Main Framework of Ancient Chinese Management Thought from the Perspective of Traditional Culture

Authors

  • Dou Ani

DOI:

https://doi.org/10.62051/kbsnw609

Keywords:

Traditional culture; Ancient management ideas; Management inspiration.

Abstract

Ancient Chinese management philosophy is an important component of traditional Chinese culture, reflecting the thinking and summary of management practices by ancient Chinese people. This article summarizes the core viewpoints of major schools of thought such as Confucianism, Taoism, and Legalism from the perspective of traditional culture, as well as their implications for modern management. Through in-depth exploration of ancient management ideas, we can better understand the values and management concepts of traditional Chinese culture, and provide inspiration and reference for contemporary management practices.

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References

Zhang Jingli. Exploration of the Core Concepts of Confucian Management Philosophy [J]. Journal of Hebei Normal University of Science and Technology (Social Sciences Edition), 2019,18 (01): 116-119.

Ke Sujuan. Research on the Management Philosophy of Pre Qin Confucianism and Its Enlightenment on Humanized Management of College Students [D]. Xi'an University of Architecture and Technology, 2020. DOI: 10.27393/dcnki. gxazu. 2020. 000946.

Bu Weiwei. Exploration of the Educational Management Value of Mainstream Thought in Pre Qin Period [D]. Huaibei Normal University, 2010.

Sun Liangyuan. Research on the Cultivation of Socialist Core Values among College Students from the Perspective of Traditional Culture [D]. Suzhou University, 2022. DOI: 10.27351/dcnki.gszhu.2022.000837. [5] Peter L. Berger Cultural Identity and Modernization in East Asian Counties: In Procedures of Kokugakuin University Central Symptom [M] Tokyo: Institute for Japanese Culture and Classics Kokugakuin University.1983.

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Published

08-07-2024

How to Cite

Ani, D. (2024). The Main Framework of Ancient Chinese Management Thought from the Perspective of Traditional Culture. Transactions on Social Science, Education and Humanities Research, 9, 124-130. https://doi.org/10.62051/kbsnw609