CHI TIẾT NGHIÊN CỨU …
Tiêu đề
How should liberal arts education evolve in the twenty first century? An exploration of universities in China and beyond1
Tác giả
Zha Q.
Năm xuất bản
2022
Source title
Educational Philosophy and Theory
Số trích dẫn
0
DOI
10.1080/00131857.2021.1984228
Liên kết
Tóm tắt
The changing context and increasing professionalization in higher education have ushered in challenges for liberal arts education worldwide. Situated this discourse in the context of Chinese universities, this paper explores (1) Why do we need a liberal arts education that has been accused of being elitist in the twenty first century? (2) Should an effective or ideal liberal arts education evolve with time and context? If yes, what needs to be taken into account to conceptualize a twenty first century model of liberal arts education? (3) How is a twenty first century liberal arts education defined and featured at Chinese universities and elsewhere? Drawing on an analytical framework constructed with the German concept of Bildung and the Confucian perspective on knowledge, this paper contends that a twenty first century liberal arts education for universities in China and elsewhere needs to absorb meta changes and movements in society at home and around the world, while ideally rooted in a knowledge tradition respectively. Specifically, it should comprise three essential pillars: humanism education, cognitive education, and global education. © 2021 Philosophy of Education Society of Australasia.
Từ khóa
Chinese universities and beyond; Liberal arts education; social change driver perspective; the twenty first century model
Tài liệu tham khảo
College learning for the new global century, (2007); General education maps and markers: Designing meaningful pathways to student achievement, (2015); The Public Value of the Humanities, (2011); Brint S., Riddle M., Turk-Bicakci L., Levy C.S., From the liberal to the practical arts in American colleges and universities: Organizational analysis and curricular change, The Journal of Higher Education, 76, 2, pp. 151-180, (2005); Cao L., Guanyu wenhua sushi jiaoyu yu tongshi jiaoyu de bianzheng sikao [A dialectical reflection on culture quality education and tongshi education] (, Qinghua Daxue Jiaoyu Yanjiu [Tsinghua Journal of Education], 2, 28, pp. 24-33, (2007); Chen M., Pan M., Meiguo daxue tongshi jiaoyu de shijian ji qi qishi [Exercises and implications of general education in American universities] (, 2, pp. 52-56, (2012); Chung R.E., Sinology of Wm. Theodore De Bary: A Bridge-Builder Who Became Himself the Bridge. A Speech at 2016 Tang Prize Ceremony, (2016); Dale R., Globalization and education: Demonstrating a “common world educational culture” or locating a “globally structured educational agenda, Educational Theory, 50, 4, pp. 427-448, (2000); Delors J., Learning the treasure within, Report to UNESCO of the International Commission on Education for the Twenty-First Century, (1996); Doidge S., Doyle J., Hogan T., The university in the global age: Reconceptualising the humanities and social sciences for the twenty-first century, Educational Philosophy and Theory, 52, 11, pp. 1126-1138, (2020); Dong C., Meiguo daxue tongshi jiaoyu de neihan ji qi dui zhongguo de qishi: Jiyu bentuhua de shijiao [The connotation of general education in American universities and its implications for China: A localization perspective] (????? ?????????????? – ?????? ??), Fudan Jiaoyu Luntan [Fudan Education Forum], 1, 12, pp. 80-84, (2014); Du Z., Tongshi jiaoyu jiujing shi shenme—hou gongye shidai de tongshi jiaoyu shijian xu [What is tongshi education—a preface to tongshi education practice in post-industrial era] (? ???????? — ??? ????????????), Beijingdaxue Jiaoyu Pinglun [Peking University Education Review], (4), (2005); Fu T., ). Lun tongshi jiaoyu yu wo guo gaodeng jiaoyu tixi jian de zhangli [Tension between general education and Chinese higher education system] (, Beijing Shifan Daxue Xuebao (Shehui Kexu Ban) [Beijing Normal University Journal (Social Sciences Edition)], 4, pp. 34-41, (2015); Gan Y., Daxue tongshi jiaoyu de liang ge zhongxin huanjie [Two key components of University Tongshi Education] (??? ??????????), Dushu [Reading], (4), pp. 3-12, (2006); (2015); Godwin K.A., The worldwide emergence of liberal education, International Higher Education, 79, pp. 2-4, (2015); Godwin K.A., Altbach P.G., A historical and global perspective on liberal arts education: What was, what is, and what will be, International Journal of Chinese Education, 5, 1, pp. 5-22, (2016); Godwin K.A., Pickus N., Liberal arts & sciences innovation in China: Six recommendations to shape the future, (2017); Golban P., A History of the Bildungsroman: From Ancient Beginnings to Romanticism, (2018); Haidt J., The ethics of globalism, nationalism, and patriotism, Minding Nature, 9, 3, pp. 18-24, (2016); Hargreaves A., Mixed emotions: Teachers’ perceptions of their interactions with students, Teaching and Teacher Education, 16, 8, pp. 811-826, (2000); Recent trends in general education design, learning outcomes, and teaching approaches, (2016); General education in a free society, (1945); Hu A., Wu X., Science or liberal arts? Cultural capital and college major choice in China, British Journal of Sociology, 70, 1, pp. 190-213, (2019); Jiang Y.G., Liberal arts education in a changing society: A new perspective on Chinese higher education., (2014); Jung I., Nishimura M., Sasao T., Liberal arts education and colleges in East Asia: Possibilities and challenges in the global age., (2016); Kang Q., Woguo Daxue Tongshi Jiaoyu De Fansi [Reflection on Tongshi Education in China, 2, pp. 78-81, (2009); Kimball B.A., Will the liberal arts survive the Bronze Age of American Academe?, The Journal of Higher Education, 86, 1, pp. 156-170, (2015); Kirby W.C., van Der Wende M., Experiences in Liberal Arts and Science Education from American, Europe and Asia, (2016); Latour B., We have Never Been Modern, (1993); Latour B., Down to Earth: Politics in the New Climatic Regime, (2018); Lee W.O., The cultural context for Chinese learners: Conceptions of learning in the confucian tradition, The Chinese Learner: Cultural, Psychological and Contextual Influences, (1996); Levin R., Tongshi jiaoyu zai Zhongguo jiaoyu fazhan Zhong de juese [The role of general education in China’s educational development], Guojiajiaoyuxingzhengxueyuan Xuebao [Journal of National Academy of Education Administration], 77, 7, pp. 8-10, (2010); Lewis H.R., Excellence without a Soul: How a Great University Forgot Education, (2006); Littler J., Against meritocracy: Culture, power and myths of mobility, Routledge, (2017); Lu G., Hu W., Shisheng, tongban hudong yu daxuesheng nengli fazhan—diyidai yu fei diyidai daxuesheng de chayi fenxi, Gaodeng Gongcheng Jiaoyu Yanjiu [Researches in Higher Education of Engineering], 5, pp. 51-58, (2015); Lucas C., American Higher Education: A History, (1996); Meng W., Huang W., Woguo daxue shishi tongshi jiaoyu de zhidu kunjing yu chulu, Qinghuadaxue Jiaoyu Yanjiu [Tsinghua Journal of Education], 4, 34, pp. 46-50, (2013); Miller G.E., The Meaning of General Education, (1988); (2020); Nishimura M., Sasao T., Doing Liberal Arts Education: The Global Case Studies, (2018); Nussbaum M., Cultivating Humanity: A Classical Defense of Reform in Liberal Education, (1997); Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework, (2018); Ono S.J., May 8), The Liberal Arts in the 21St Century: More Important than Ever, (2019); Pang H., Cheng M., Yu J., Wu J., Suzhi education and general education in China, ECNU Review of Education, 3, 2, pp. 380-395, (2020); Payne K., The broken ladder: How inequality affects the way we think, live, and die, Viking, (2017); Ringer F.K., The Decline of The German Mandarins: The German Academic Community, pp. 1890-1933, (1990); Ringer F.K., Max Weber: An Intellectual Biography, (2004); Rowson J., Bildung in the 21st Century—Why sustainable prosperity depends upon reimagining education. CUSP essay series on the Morality of Sustainable Prosperity, No, (2019); Small H., The Value of the Humanities, (2013); Stengers I., Another Science is Possible: A Manifesto for Slow Science, (2017); Sun H., Tongshi jiaoyu de zhongguo jingyu [The position of general education in China] (, 3, pp. 72-74, (2013); Tu W., Intellectuals in a world made of knowledge, Canadian Journal of Sociology, 30, 2, pp. 219-226, (2005); (2015); (2019); (2020); (2015); (2017); Van der Wende M., The emergence of liberal arts and sciences education in Europe: A comparative perspective, Higher Education Policy, 24, 2, pp. 233-253, (2011); von Humboldt W., Theory of Bildung, Teaching as a Reflective Practice: the German Didaktik Tradition, pp. 57-61, (1794); Wang Y., Wenhua suzhi jiaoyu yu tongshijiaoyu guanxi de zai renshi [Reconceptualizing the relationship between suzhi education and general education] (, 11, pp. 16-23, (2009); Wu D., Jiaoyu de jiyi yu rencai peiyang guanxing [The memory of education and inertia of talent cultivation] (, 4, pp. 6-8, (2021); Wu J., Hafuo daxue yu Fudan daxue tongshi jiaoyu kecheng shezhi bijiao yanjiu [A comparative study of tonshi education curriculum in Harvard University and Fudan University] (, 2, pp. 28-33, (2016); Zha Q., What is liberal arts education in the 21st Century?, Liberal Arts & Sciences Innovation in China: Six Recommendations to Shape the Future (CIHE Perspectives, No. 8,, pp. 40-48, (2017); Zha Q., Intellectuals, academic freedom, and University Autonomy in China, University Governance and Reform: Policy, Fads, and Experience in International Perspective, pp. 209-224, (2012); Zha Q., Liberal Arts Education and Rethinking Universities’ Role in a Post Pandemic Era, An Article in the Forum Paper “Comparative and International Higher Education in a New Key?, 51, 4, pp. 612-628, (2021); Zha Q., Shen W., The paradox of academic freedom in the Chinese context, History of Education Quarterly, 58, 3, pp. 447-452, (2018); Zhang D., Tongshi jiaoyu: Gainian de wu du yu shijian de kunjing [General Education: Misunderstandings of the Concept and Plight of Practice] (? ??? : ??? ????????), Fudan Jiaoyu Luntan [Fudan Education Forum], 4, 6, pp. 20-23, (2008); Zhang H., Wenti ji gaijin: Daxue tongshi jiaoyu de jiazhi yinling yu zhidu huiying [Issue and progress: Value orientation of general education in the university and the institutional reaction] (??????????????????????), Jiangsu Gaojiao [Jiangsu Higher Education], (6), pp. 82-84, (2012); Zhang H., Guo F., Jinghuan S., Cujin jiating diyidai daxuesheng canyu gao yingxiangli jiaoyu huodong de yanjiu [On improving first-generation college students’ participation in high-impact educational practices] (? ???????????????????? ??), Jaioyu Yanjiu [Educational Research], 6, 2017, pp. 32-43, (2017); Zhao J., Dakai heixiang: Xuexi yu fazhan de kexue jichu [Open the blackbox: The scientific foundation of undergraduate learning and development] (? ????? ?????????), Gaodeng Gongcheng Jiaoyu Yanjiu [Researches in Higher Education of Engineering], (3), pp. 31-52, (2017); Zha Q., Wu H., Conceptualization and development of global competence in higher education: The case of China, Academic Praxis, 1, pp. 18-36, (2021)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus