The thought guiding the Westernization Movement: "Learning from the Middle School as the Body, Learning from the West as the Use" (referred to as "Learning from the Chinese Body and Using the West") is a proposition with profound brand of the times. Under the lessons of the war, the Qing government deeply realized that the western countries were invincible, so it should learn from them, but the purpose of self-improvement on the other hand was to prevent and eliminate domestic troubles and foreign invasion, thus ensuring the traditional security of the empire. In this historical dilemma, the relationship between middle school and western learning, tradition and western learning has been put on the agenda. Thus, a self-improvement movement aimed at rejuvenating the country was formed in the 1960 s and 1990 s, and the cultural and academic basis of this self-improvement movement was the famous idea of "Chinese style and western use". As you can see, this proposition contains two pairs of concepts: middle school and western learning, body and use. The so-called "China" is also the feudal ethics and political system; "Western learning" mainly refers to the advanced science and technology in the West, that is, the so-called "long skill". The so-called "body" is "fundamental" and the so-called "use" is "service". Collusion, "Chinese style and western use" can lead to a brief explanation: based on China's feudal system, using western skills to serve the maintenance and consolidation of this system. To sum up, Feng Guifen's words in Xue Ji _ Lu Protest are "based on China's ethics and religion, supplemented by the skill of national prosperity". This proposition not only embodies the combination of middle school and western learning, but also embodies the difference between middle school and western learning. Middle school is used to treat body and mind, while western learning is used to deal with the world. About middle school, it is the foundation for feudal literati to settle down, and it is also the inherent essence of the continuation and development of China's feudal rule. For western learning, people's understanding and absorption is a difficult and tortuous process. As a cultural model, "Chinese style and westernization" has generally experienced the evolution process of "art (implements)-politics (political system)-teaching (culture)". Western learning came into being with the missionary and translation activities of western missionaries in China at the end of16th century. The early spread of western learning was very narrow, limited to the imperial court and a few officials, and then it was interrupted. After the Opium War, Western learning became a new capitalist knowledge, which was widely spread in China. However, in the last decades of the19th century, China people's understanding of it was still very unstable. With the expansion of their horizons, the connotation of western learning is constantly adjusted and extended, which probably has the following processes: it can be traced back to Wei Yuan and Lin Zexu's thought of "learning from foreigners"; After the Opium War, it was followed by the Second Opium War. What shocked them most was those "strong ships and strong guns" from the West. This is the "long skill" they learned from western learning, and what is worth learning is limited to this. As for their watches, western pianos, glass and other handicrafts, they are all regarded as immoral "strange skills and cunning." At that time, Wei Yuan said that "what is useful in the world is strangeness rather than cunning", which is considered to be the hair that has not been sent; In the 1970s, western learning was explored around military technology, with the emphasis on research ambition. Xu Shou once said: "The knowledge of making tools must be expressed by making tools. The knowledge of making tools was originally based on making tools. "In the 1970s and 1980s, from the" seeking strength "in establishing military industry to the" seeking wealth "in establishing civilian industry. Xue Fucheng, Zheng and others realized that industry is the foundation of management, and the development of industry is also the premise. The demand for western learning has also expanded with the expansion of westernization enterprises. Acousto-optic electrification is regarded as the essence of western learning, and books of western learning are widely translated. Then there is the political education system from scientific and technological knowledge to superstructure. Ma Jianzhong has pointed out the prosperity of western countries in his book "On Li Bo's Going Abroad." Schools have been built, there are more people with lofty ideals, houses have been built, and their manufacturing, military and navy are at the end. "These are several representative words. The first is the superiority of the parliamentary system. The second is to admit that western learning has its roots. Earlier, Wang Tao and Zheng also dreamed of a parliamentary system of "the rule of the people and the people". As for individuals, some have wider knowledge and appear alternately in time and scope. House of Representatives, as a political proposition of China, is a starting point for understanding and learning the West. In the compromise of 1884, Zhang Shusheng not only put forward the "body" and "use" of western learning, but also pointed out that "educating people in schools and discussing politics in the house" was his "body"; Not only did he express his dissatisfaction with the former's only seeking "western use", but he also expressed his intention of "western use" unabashedly. With the development of Westernization Movement and the improvement of people's ideological understanding, the connotation of western learning has been constantly clarified and improved. Source: Mid-term newsletter of corporate culture.