Advertisement

Conclusions and Discussion

Chapter
  • 354 Downloads

Abstract

This chapter first presents reflections concerning the Yuanpei Program in Peking University. The reflections cover the following aspects: the curriculum of the program, the change strategy of the program, as well as the interplay of various sources of conflicts. Followed by the reflections, recommendation and limitation of the research are discussed. The discussion part, which addresses two assumptions on the idea of talent and the role of university, is covered at the end of the chapter.

Keywords

General Education Undergraduate Education Core Curriculum Chinese High Education Confucian Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Biggs, J. B. (1996). Western misperceptions of the Confucian-heritage learning culture. In D. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). Hong Kong: CERC and ACER.Google Scholar
  2. Bloom, A. (1987). The closing of the American mind. New York: Simon and Schuster.Google Scholar
  3. Bond, M. H. (1991). Beyond the Chinese face: Insights from psychology. Hong Kong: Oxford University Press.Google Scholar
  4. Braybrooke, D., & Lindblom, C. E. (1963). A strategy of decision: Policy evaluation as a social process. New York: Free Press of Glencoe.Google Scholar
  5. Brick, J. (1991). China: A handbook in intercultural communication. Sydney: Macquarie University.Google Scholar
  6. Chan, S. (1999). The Chinese learner—A question of style. Education and Training, 41(6/7), 294–305.CrossRefGoogle Scholar
  7. Cheney, L. V. (1989). 50 hours: A core curriculum for college students. Washington, DC: National Endowment for the Humanities.Google Scholar
  8. Cheng, K. M. (1990). The culture of schooling in East Asia. In N. Entwistle (Ed.), Handbook of educational ideas and practices (pp. 163–173). London: Routledge.Google Scholar
  9. Clark, B. (1987). The academic life: Small worlds, different worlds. Princeton: The Carnegie Foundation for the Advancement of Teaching and Princeton University Press.Google Scholar
  10. Cortazzi, M., & Jin, L. X. (1996). Culture of learning: Language classrooms in China. In H. Coleman (Ed.), Society and the language classroom (pp. 169–206). Cambridge: Cambridge University Press.Google Scholar
  11. Erickson, M. E. (1992). General and liberal education: Competing paradigms. Community College Review, 19(4), 15.CrossRefGoogle Scholar
  12. Harvard University, Committee on the Objectives of a General Education in a Free Society. (1946). General education in a free society: Report of the Harvard Committee. London: Geoffrey Cumberlege.Google Scholar
  13. Ho, D. Y. F. (1981). Traditional pattern of socialization in Chinese society. Acta Psychologica Taiwanica, 23(2), 81–95.Google Scholar
  14. Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people. Hong Kong: Oxford University Press.Google Scholar
  15. Hu, G. W. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105.CrossRefGoogle Scholar
  16. Huang, R. (1988). China a macro history (Turn of the century ed.). New York: ME Sharpe.Google Scholar
  17. Huang, J. J. (2001). Idea and practice of general education in higher education. Taipei: Taiwan General Education Association.Google Scholar
  18. Jin, L. X., & Cortazzi, M. (1995). A cultural synergy model for academic language use. In P. Bruthiaux, T. Boswood, & B. Du-Babcock (Eds.), Explorations in English for professional communication. Hong Kong: City University of Hong Kong.Google Scholar
  19. Johnson, D. K. (2002). General education 2000—A national survey: how general education changed between 1989 and 2000. Unpublished Ph.D. dissertation, Pennsylvania State University, University Park.Google Scholar
  20. Keller, P. (1982). Getting at the core: Curricular reform at Harvard. Cambridge: Harvard University Press.Google Scholar
  21. Livingstone, R. (1944). On education. New York: The Macmillan Company.Google Scholar
  22. Lu, X. D. (2001). A comparative study of majors in Chinese and American universities. Study of Comparative Education, 2, 18–23.Google Scholar
  23. Maley, A. (1982). Foreign language learning and the search for a new paradigm. Language Learning and Communication, 1, 123–135.Google Scholar
  24. Maritain, J. (1971). Education at the crossroads. New Haven: Yale University Press.Google Scholar
  25. Nostrand, H. L. (1946). Mission of college. London: Kegan Paul, Trench, Trubner.Google Scholar
  26. Paine, L. (1992). Teaching and modernization in contemporary China. In R. Hayhoe (Ed.), Education and modernization: The Chinese experience. Oxford: Pergamon.Google Scholar
  27. Rosovsky, H. (1990). The university: An owner’s manual (1st ed.). New York: W.W. Norton.Google Scholar
  28. Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 13–27). Cambridge: Cambridge University Press.Google Scholar
  29. Stevenson, H. W., & Lee, S. (1990). Context of achievement. Monographs of the Society for Research in Child Development (Vol. 55). London: Blackwell.Google Scholar
  30. Tang, D. G., & Absalom, D. (1998). Teaching across cultures: Considerations for Western EFL teachers in China. Hong Kong Journal of Applied Linguistics, 3(2), 117–132.Google Scholar
  31. Van Doren, M. (1959). Liberal education. Boston: Beacon.Google Scholar
  32. Wilson, J. (1979). The great core curriculum debate: Education as a mirror of culture. New York: Change Magazine Press.Google Scholar
  33. Wong, K. C. (2001). Chinese culture and leadership. International Journal of Leadership in Education, 4(4), 309–319.CrossRefGoogle Scholar
  34. Yang, K. S. (1986). Chinese personality and its change. In M. H. Bond (Ed.), The psychology of the Chinese people. Hong Kong: Oxford University Press.Google Scholar
  35. Yang, R. (2009). Enter the dragon? China’s higher education returns to the world community: The case of the Peking University Personnel Reform. In J. C. Smart (Ed.), Higher education: Handbook of theory of research. Dordrecht: Springer.Google Scholar
  36. Zhu, W. (1992). Confucius and traditional Chinese education: An assessment. In R. Hayhoe (Ed.), Education and modernization: The Chinese experience (1st ed.). Oxford: Pergamon Press.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2014

Authors and Affiliations

  1. 1.BeijingChina, People’s Republic

Personalised recommendations