Abstract
The formation and implementation of moral/political education policy in the United States is highly problematic. This is partially due to certain long-held beliefs and embedded understandings that impinge on the policy-making process. To bring these beliefs and understandings into better focus, this article contrasts U.S. beliefs with a very different set of beliefs and understandings in China, a country where the formation and implementation of moral/political education policy has historically been less problematic. This discussion will explore three areas of contrast between the two societies: the relationship of morality and religion, the relationship of fact and value, and the relationship of the individual to the society.
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