The outline of the 15th Five Year Plan proposes to "give full play to the role of culture in nurturing the heart, mind, and sentiment, and cultivate the spirit and temperament of the whole nation to be full of vigor and vitality". So, how does culture nurture the mind and cultivate sentiment? What are the basic paths and underlying mechanisms? This is not only related to how to truly implement the construction of a socialist cultural power into the ideological realm, spiritual state, and cultural cultivation of the people, but also a major proposition that touches on the free and comprehensive development of human beings and is even related to the essence of human existence, which needs to be deepened and clarified from a theoretical perspective. One of the main goals of cultural education is to cultivate people's hearts and emotions. Cultural education is a practical activity that relies on certain ideological and cultural resources, guided by mainstream values advocated by society, and achieves spiritual growth and comprehensive development of individuals through cultural education, cultural influence, and other means. Cultural education itself contains the logic that culture has the function of educating people. The educational function of culture is mainly reflected in the following aspects. Firstly, culture provides people with a meaning framework and value coordinates that go beyond biological instincts. Human beings are born of nature, but they are not confined to nature alone. Their distinguishing feature from other living beings is the ability to construct and inhabit a cultural world woven together by symbols, meanings, and norms. For humanity, the primary function of the world is education, which guides individuals to gradually integrate and understand the accumulated survival wisdom and spiritual heritage of the human community from the chaotic and undeveloped state of nature. Education and indoctrination are different. It is not a narrow sense of knowledge imparting or skill training, but a more fundamental process of shaping one's character. This process is reflected in the carrying and transmission of shared memory by humans. That is to say, culture can connect time fragments into a continuous narrative through various forms such as myths, epics, historical records, literature and art, festivals and ceremonies, allowing individuals to know where they come from, what kind of journey their group has gone through, and what common behavioral norms they should abide by. The goal of cultural education is quietly achieved in this way. The cultivation of this historical and cultural consciousness is the profound foundation that culture endows people with, enabling them to transcend their personal interests and temporary difficulties, examine their own existence from a broader perspective within a specific value framework, and clarify how to settle for their present and future with a more proactive attitude. Secondly, culture itself is a set of subtle norms and behavioral standards, mainly used to refer to the way of life in society, including values, customs, and interpersonal relationships. Therefore, culture contains some basic consensus judgments about right and wrong, good and evil, beauty and ugliness, honor and disgrace formed by specific groups in long-term common life. These value judgments do not always appear in the rigid form of written laws, but rather are internalized into customs, ethical concepts, etiquette, and even life interests. From the beginning of babbling, individuals are immersed in this invisible web of norms, gradually transforming social expectations into their own demands through observation, imitation, interaction, and introspection. In this way, culture transforms external social norms into internal moral laws, completing the transition from "heteronomy" to "self-discipline", and cultivating individuals with a sense of social responsibility and ethical consciousness. This is precisely the important field for cultivating one's mentality and nurturing one's emotions. The sense of right and wrong, sympathy, and willpower in one's mentality and emotions are deeply rooted in the normative internalization process of this culture. Once again, culture can stimulate and nourish people's aesthetic sensitivity, creativity, and imagination. Culture is not only related to reason and ethics, but also to emotions and perception, and the mind and sentiment naturally cannot be separated from aesthetic emotions. Literature, music, dance, architecture, objects, and even food, all things that have been infused with culture, carry unique aesthetic pursuits and emotional expressions. From the "Xingguan Qun Bing" in the Book of Songs to the "Kongyan Yue Chu" discussed in the Neo Confucianism of the Song and Ming dynasties, traditional Chinese culture has always attached great importance to the education of ritual and music, emphasizing the cultivation of the heart through art and the storage of goodness through beauty. Aesthetic experience has the function of purification and sublimation. It can regulate emotions, cultivate temperament, make rough feelings delicate, and calm restless emotions. In this process, individuals not only appreciate beauty, but are also more likely to be stimulated to create the impulse to create beauty. The rich symbol system and expression paradigm provided by culture provide materials and wings for individual creative imagination. The cultivation of aesthetic and creative abilities greatly enriches people's inner world, making their emotional expression more refined and profound, and their spiritual space more open and distant. This is precisely a more subtle and profound layer of nurturing the heart, mind, and sentiment. Finally, culture can provide a possible path for ultimate care and spiritual settlement. Faced with the limitations of life, the contingency of existence, and the impermanence of suffering, humans need explanations and comfort beyond the experiential level. Philosophical thinking, religious beliefs, and cosmology in various cultural traditions are responding to these fundamental confusions. They attempt to establish the ultimate meaning and purpose of life, provide a framework for explaining suffering, and give hope beyond death. Whether it is the realization of the "Dao", the practice of "Ren", the pursuit of "Nirvana", or the yearning for the realm of "harmony between heaven and man", the transcendent dimensions provided by these cultures can help individuals maintain inner calmness and dignity in the face of the great waves of fate, and safeguard their spiritual independence and nobility in the chaos of the world. Feng Youlan proposed the theory of "four realms of life" in "A Brief History of Chinese Philosophy", pointing out that people can leap from the "natural realm" to the "heaven and earth realm" through perception and cultivation. This exploration and settlement of the ultimate meaning of life is the highest manifestation of the function of cultural education, which directly forges the resilience of individual will and the transcendence of sentiment. In short, cultural education shapes historical identity by carrying memories, cultivates ethical consciousness through normative internalization, enhances emotional qualities through aesthetic influence, and settles spiritual life through ultimate care, thereby achieving the transformation from "natural persons" to "cultural persons". This transformation process, in an individual sense, can shape a complete person with a deep sense of history, social responsibility, aesthetic sensibility, and spiritual transcendence; From the perspective of society as a whole, the pursuit of personal ideals can be integrated into the overall situation of the Party and the national cause, and the ambition, backbone and bottom spirit of being a Chinese can be constantly strengthened to provide a strong spiritual force for comprehensively promoting the construction of a powerful country and the great cause of national rejuvenation with Chinese path to modernization. If the cultural path of cultivating mentality and sentiment highlights the educational function of culture and emphasizes the active attitude of culture in cultivating mentality and sentiment, then the exploration of the cultural path of cultivating mentality and sentiment is to reveal the process of cultivating mentality and sentiment and the guidance of cultural conditions. Heart and mind are related to aspirations, willpower, character, and broad mindedness, and are the backbone and direction of the spiritual subject. Therefore, cultivating heart and mind focuses on firm ideals and beliefs, establishing a spirit of responsibility and striving for progress; Sentiments involve emotions, tastes, attitudes, and feelings, and are the flesh and blood and warmth of the spiritual subject. Therefore, cultivating sentiments emphasizes the cultivation of noble moral qualities, aesthetic realm, and sound personality. So, why does the realization of cultivating one's mind and character rely solely on culture, rather than genetic instincts, natural experience, or abstract speculation? This is not accidental, but stems from the inherent laws of spiritual growth. Its necessity is rooted in the characteristics of the mind and sentiment itself, as well as the irreplaceable medium and nourishing effect of culture. There is an inherent mechanism of interdependence and mutual shaping between the two. The cultivation of one's mind requires the guidance of exemplars and the support of meaning. The human mind, especially the lofty, resilient, and clear aspirations, are not innate and are difficult to generate in closed self reflection. It often needs to be gradually clarified and strengthened through dialogue with the great spiritual tradition and under the influence of exemplary personality. From Qu Yuan's persistence in "the road ahead is long and arduous, and I will search from top to bottom", to Sima Qian's perseverance in enduring humiliation and heavy burden to forge the "masterpiece of historians"; From Fan Zhongyan's mindset of "worrying first about the worries of the world, and then enjoying the joys of the world", to Wen Tianxiang's integrity of "who has never died in life since ancient times, leaving their hearts to shine through history"; wait. These brilliant spiritual coordinates, spanning time and space, continue to provide a reference and energy supply for future generations to establish themselves. The inheritance of this spirit is not only the continuation of words, but also the connection of blood. When individuals read, listen, and perceive these cultural achievements, they are actually engaging in a cross era spiritual dialogue, drawing on the power of personality and illuminating their own interests and directions. Every encounter with the classics is a baptism of the soul; Every respect for the sages is a tempering of one's will. Through the profound spiritual lineage and meaningful resources carried by culture, individuals' aspirations can gain historical depth and transcendent heights. The cultivation of sentiment requires immersion in context and immersion in symbols. Sentiment is a stable and advanced emotional inclination and value attitude, such as patriotism, benevolence, aesthetic interest, awe, etc. It is different from instinctive emotional reactions, but has been cultivated and shaped by culture, integrating cognition, evaluation, and aesthetic judgment. This kind of shaping cannot be directly instilled like learning formulas and theorems, but must be achieved through long-term and subtle infiltration in a cultural context full of meaningful symbols, emotional atmosphere, and collective practice. The emotional education function of culture is reflected in the silent nurturing of things. For example, a deep emotional attachment to one's home country stems not only from a recognition of geographical boundaries, but also from a profound experience and identification with shared history, language, literature, art, and customs. Culture provides a rich and delicate network of emotional symbols and meanings, in which individuals live, perceive, and interact. Emotions are awakened, guided, and elevated, gradually accumulating into stable and noble sentiments. The integration and sublimation of mentality and sentiment require the nourishment of a cultural community and the stimulation of transcendent dimensions. Mentality is not an isolated individual's inner monologue, and sentiment is not purely a personal emotional fluctuation. Both are confirmed, strengthened, and perfected in social interaction and cultural community. Individuals grow in the cultural soil of the community, and their spiritual character is inevitably imprinted with the imprint of the community. Culture defines the shared values, ideals, lifestyles, and spiritual pursuits of a community. Whether it's celebration ceremonies, art appreciation, academic discussions, or daily interactions, individuals participating in cultural activities of the community can receive the tempering and recognition of their peers, and their sentiments can also resonate and be strengthened. What this community atmosphere provides is a sense of spiritual belonging and support. Meanwhile, culture often contains dimensions that transcend the present and the individual, whether it be philosophical insights, religious beliefs, or the eternal pursuit of art. This transcendent dimension can help individuals break free from the constraints of their own gains and losses and the limitations of the times, elevate their aspirations to a more universal and eternal level, and free their sentiments from narrowness and mediocrity, tending towards vastness and nobility. From the Confucian ideal of "cultivating oneself, unifying one's family, governing the country, and pacifying the world," to the Confucian sentiment of "establishing one's heart for heaven and earth, and establishing one's destiny for the people," these value pursuits that transcend individual utilitarianism are clear evidence that culture endows the mind with height and the sentiment with depth. The mechanism by which culture nurtures the mind and character is different from the mechanism itself. The former refers to the internal operation of a system, phenomenon, or process, including its constituent elements, interactive relationships, and causal chains