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<front>
<journal-meta>
<journal-id>0257-4314</journal-id>
<journal-title><![CDATA[Revista Cubana de Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cubana Edu. Superior]]></abbrev-journal-title>
<issn>0257-4314</issn>
<publisher>
<publisher-name><![CDATA[Dirección de Publicaciones Académicas de la Universidad de La Habana (Editorial UH) ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0257-43142021000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La creatividad en la educación china: un estudio en respuesta a la «paradoja china»]]></article-title>
<article-title xml:lang="en"><![CDATA[Creativity in Chinese Education: A Study in Response to the &#8220;Chinese Paradox&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Miranda]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[Liu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Habana Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Habana Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0257-43142021000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0257-43142021000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0257-43142021000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo es un estudio histórico sobre el papel de la creatividad en la educación China. Aborda los principales periodos de su desarrollo con el propósito de demostrar que, contrariamente a lo que se plantea a nivel internacional sobre la educación china, esta tiene desde sus raíces elementos que se direccionan a la independencia, la reflexión, el autocontrol y la inteligencia, sin desconocer su esencia cultural. En la actualidad China ostenta un impresionante y original progreso en la ciencia, la tecnología y la educación, escenario que se contrapone a los argumentos occidentalitas que aseguran que los métodos pedagógicos vigentes en el país favorecen un aprendizaje superficial y memorístico que atrofia la capacidad analítica de los estudiantes y, por tanto, reducen la capacidad creativa. Para lograr resolver esta paradoja, se propone como objetivo fundamentar con el apoyo del método histórico-lógico los elementos que evidencian la presencia de la creatividad desde los orígenes de la nación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article is a historical study on the role of creativity in Chinese education. It deals with the main periods of its development with the purpose of demonstrating that, contrary to what is proposed at the international level about Chinese education, this has from its roots elements that are directed towards independence, reflection, self-control and intelligence, without ignoring its cultural essence. At present China boasts an impressive and original progress in science, technology and education, a scenario that contrasts with Western arguments that assure that the pedagogical methods in force in the country favor a superficial and memoristic learning that atrophies the analytical capacity of students and, therefore, reduces their creative capacity. In order to solve this paradox, it is proposed as an objective to base, with the support of the historical-logical method, the elements that evidence the presence of creativity since the origins of the nation.]]></p></abstract>
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<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
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