The main focus of this article is how Chinese Catholics, who lived between two cultures and two time systems during the Ming and Qing dynasties, adjusted and unified their own time order.
By reviewing the relevant documents around the world, we can found that Ming and Qing Catholics used the Gregorian calendar, the coexistence of the Gregorian calendar and the Chinese lunar calendar, the Chinese lunar calendar day marking Catholic holidays, and pure Catholic time. Among them, the Chinese lunar calendar day marking Catholic holidays was the most widely used. Comparing the Chinese calendar with and Chinese Catholics’ Calendar during the Kangxi period, the conflict between the Chinese tradition and the Catholic doctrine was displayed. The Chinese Catholics chose to delete the superstition content in the Chinese traditional calendar, and further integrate the Catholic festival into the Chinese calendar. This process began in the late Ming Dynasty and began to take shape in 1686, until it was fully established in 1695. The Chinese Catholics simultaneously used various time systems such as the liturgical calendar and the lunar calendar, they living in a world where the Chinese and Western calendars intersect.
Compared with most ordinary people in the world at the same time, Chinese missionaries and Catholics experienced the process of globalization earlier during the Ming and Qing Dynasties. Chinese Catholics live in a world time, they switch between multi -dimensional time order. In terms of time system, China has since embarked on a process of aligning with the world.

This study explores the role of science in the development of modern China from a colonialist perspective, as well as its function in the expansion of the Japanese empire. At the turn of the 19th to the 20th century, Japan, seeking to alleviate its domestic economic crisis, invaded Northeast China through the September 18 Incident and established the puppet state of Manchukuo. To efficiently exploit Manchurian resources with a priority on developing the chemical industry, the Manchukuo Continental Science Academy was established. By examining the preparation and initial operation of this institution, this research reveals how scientific institutions became tools of colonial policy and their impact on regional scientific and industrial development. This provides a new perspective on the history of colonial science and deepens the understanding of China's position in the global history of science.

By examining the development of forensic chemistry in China during the late 19th and early 20th centuries, this paper highlights the role of circulatory knowledge travel in creating new scientific practices. Forensic chemistry in China did not emerge in isolation; rather, it was shaped by transnational exchanges that brought together knowledge from Germany, Japan, and France. This created a multi-centered system where diverse approaches intersected, adapted, and evolved to meet the unique challenges of China’s legal and material conditions. Knowledge circulation was not a simple process of unidirectional transfer. Chinese practitioners such as Lin Ji and Sun Kuifang, trained abroad, actively modified and localized foreign forensic methods. This “tinkering” involved substituting materials, adapting chemical protocols, and reinterpreting forensic practices to address both practical limitations and the demands of Chinese courts. The act of knowledge travel itself became a generative process, producing hybridized forensic systems that transcended their origins. By exploring the creative transformations that occurred during the circulation of forensic chemistry, this paper challenges the conventional view of modernization as straightforward adoption. Instead, it argues that scientific practices were reshaped through negotiation and localization, producing a distinctly Chinese forensic chemistry. This study highlights the creative potential inherent in the global movement of scientific knowledge and contributes to a broader understanding of how science is continuously remade across cultural and institutional contexts.

Exploring the development of Western education during the late Qing Dynasty holds significant importance for the realization and advancement of modern scientific education in China. The introduction and localization of Western scientific education during this period were profoundly shaped by the social and cultural environment of a specific historical stage. There exist fundamental differences in the foundational educational philosophies of science between China and the West. While absorbing Western scientific education, China simultaneously adapted and innovated it to suit local contexts. The educational value orientation in our country is gradually transitioning from the paradigm of "seeking truth through observation and reasoning" to a pragmatic model focused on "applying knowledge to practical affairs." This evolution not only exemplifies the path-dependent characteristics of traditional education's modern transformation but also highlights the cultural adaptation challenges commonly encountered in the process of national education modernization.
Keywords：Late Qing Dynasty, Scientific Education, Educational Philosophy