By Evelyn T. Y. Chan, Michael O'Sullivan
This booklet brings jointly the views of eminent and rising students on modern concerns correct to the perform, pedagogy and institutionalization of the arts within the 3 chinese language contexts of Hong Kong, Taiwan, and mainland China. It addresses the necessity to examine how humanities discussions, frequently completely drawn from, and down to earth in, western contexts, are this day being performed out in those 3 areas. the arts in modern chinese language contexts could have various social and pedagogical roles, and a attention of them will let humans to reasonable, and maybe even refute, claims made within the contemporary (re)readings of the arts. As Asian universities upward thrust within the worldwide scores and as east-west college collaborations and partnerships develop into extra universal, it's important that the character, perform and institutionalization of the arts in Hong Kong, Taiwan, and mainland China are explored and defined for English readers. Exploring new views bobbing up from an exam of the arts in those locations, this quantity goals neither to set up a place of polarity, which might pit western websites opposed to chinese language ones, nor to argue for common sameness. quite, the objective is to discover nuanced correspondences and variations among those numerous backgrounds, in order that there's a better knowing of the specificities of chinese language contexts. this can support shed mild not just at the contexts in query, but additionally in all likelihood on easy methods to rearticulate the significance of the arts commonly, growing an intercultural discussion excited about the arts. because the worldwide college strives to maneuver the several traditions of studying nearer jointly via overseas ratings, rubrics, and shared examine agendas, it is necessary that we discover those destinations of strength cultural exchange.
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Additional resources for The Humanities in Contemporary Chinese Contexts
However, this new call for an Asian humanities has emerged in the Hong Kong academic context, a region whose world-class universities embody its cross-cultural humanities history. This chapter explores some of the key values that are negotiated on a daily basis in this academic community. The aim for such cross-cultural educational practices has always been to sustain and nurture what Wm. Theodore de Bary calls a “great civilized conversation” between multifaceted traditions, an aim that might seem difﬁcult to maintain today when barbarism is so virulent and academic freedoms are being eroded (O’Sullivan 2016; Williams 2016).
Hongbaote taodeng jiaoyu moshi de dangdai fansi 洪堡特高等 教育模式的當代反思 (Present-day reflections on the Humboldt model of higher education). Ming Pao monthly (明報月刊) 36–42. Lee, Leo Ou-fan. 2013. Daxue de linian shi shemo 大學的理念是什麼? ). Ming Pao monthly 32–35. Ng, Will 吳偉賢. 2013. Bei xitonghua de daxue 被系統化的大學 (The systematized university). Ming Pao monthly 1–4. Shils, Edward. 1997. The calling of education: The academic ethic and other essays on higher education. Chicago: University of Chicago Press. Chapter 2 Meritocracy and Individualism: Negotiating Cross-Cultural Humanities Values in a Politicised Hong Kong Context Michael O’Sullivan The humanities may have as many faces as there are nationalities (Shumway 1998).
In the last number of years, universities in Hong Kong have changed the titles of their teaching staff, the length of the undergraduate degree, and academic structures. Hong Kong’s university system was established when the region was under British rule. It cannot be argued that education policy in Hong Kong was simply the result of cultural imperialism where a colonial power imposed a colonialist agenda on the teaching of such subjects as history and literature. Scholars have argued that the colonial education system was established with a great degree of co-operation from the Hong Kong community (Vickers et al.
The Humanities in Contemporary Chinese Contexts by Evelyn T. Y. Chan, Michael O'Sullivan