This article describes and evaluates current changes in mainland Chinese educational thought. John Dewey's educational philosophy ideas were first introduced to China during the 20th century, and afterwards Marxism's ideas about education were widely disseminated. These ideas laid the foundation for educational philosophy as an academic discipline. Despite the fact that Confucianism has a wealth of knowledge on education, the field of philosophy of education was just introduced to China around a century ago. It experienced its first peak in the 1920s and 1930s before entering a nearly 50-year period of decline. After the Cultural Revolution and the implementation of the open door policy, there was a renaissance of educational philosophy in the 1980s that combined the long-separated Confucian legacy with western educational philosophy as well as a reinterpretation of Marxist educational ideals. Education in philosophy has as its primary goal the development of individuals who are free and completely formed. Not only must we be able to develop philosophical aptitudes, but also aptitudes for philosophy. Following the rules of philosophy education is necessary for developing philosophy education, as is raising the standard of philosophy education. This essay examines the history of Chinese educational thought while simultaneously discussing current Western growth. Finally, it is maintained that a genuine union of traditional Confucianism with western educational thought is what is required.