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Article: Turning Scars Into Stars: A Reconceptualized View Of Modern University Development In Beijing, Hong Kong, Taipei, And Singapore

TitleTurning Scars Into Stars: A Reconceptualized View Of Modern University Development In Beijing, Hong Kong, Taipei, And Singapore
Authors
Keywordsbiculturality
Chinese societies
cultural experiment
higher education
inter-civilizational dialogue
Issue Date2019
PublisherHigher Education Press and Brill Academic Publishers. The Journal's web site is located at http://journal.hep.com.cn/fed/EN/1673-341X/current.shtml
Citation
Frontiers of Education in China: selected publications from Chinese universities, 2019, v. 14 n. 1, p. 1-32 How to Cite?
AbstractSince the 19th century, Chinese societies, as latecomers to modernization, have prioritized Western learning. Modelled on European and North American experiences, modern universities were created to serve this purpose. Having little linkage to their indigenous cultural traditions, they operate in Confucian socio-cultural contexts, with constant and longstanding struggles with their cultural identity. In recent decades, these societies have progressed remarkably well in higher education. Their experience could be seen as a cultural experiment that is placed highly on their sustainable development agendas. The products of their modern education systems especially at the elite level have demonstrated a grasp of both traditional and Western knowledge, with their very best universities well positioned to combine Chinese and Western ideas of a university in everyday operation. Such a bi-cultural condition contrasts sharply to the still largely mono-cultural (Western only) university operating environment in the West. The integration opens further space for their universities to explore an alternative to the Western academic model that has long dominated world higher education. Based on fieldwork at premier universities in Beijing, Hong Kong, Singapore, and Taipei, this article calls for a reconceptualized view of modern university development in Chinese societies. It argues that the experiment enables their top universities to bring back their cultural traditions to integrate with Western values and contribute to inter-civilizational dialogue. © 2019, Higher Education Press and Springer-Verlag GmbH Germany.
Persistent Identifierhttp://hdl.handle.net/10722/275813
ISSN
2023 Impact Factor: 0.4
2023 SCImago Journal Rankings: 0.360
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYang, R-
dc.date.accessioned2019-09-10T02:50:11Z-
dc.date.available2019-09-10T02:50:11Z-
dc.date.issued2019-
dc.identifier.citationFrontiers of Education in China: selected publications from Chinese universities, 2019, v. 14 n. 1, p. 1-32-
dc.identifier.issn1673-341X-
dc.identifier.urihttp://hdl.handle.net/10722/275813-
dc.description.abstractSince the 19th century, Chinese societies, as latecomers to modernization, have prioritized Western learning. Modelled on European and North American experiences, modern universities were created to serve this purpose. Having little linkage to their indigenous cultural traditions, they operate in Confucian socio-cultural contexts, with constant and longstanding struggles with their cultural identity. In recent decades, these societies have progressed remarkably well in higher education. Their experience could be seen as a cultural experiment that is placed highly on their sustainable development agendas. The products of their modern education systems especially at the elite level have demonstrated a grasp of both traditional and Western knowledge, with their very best universities well positioned to combine Chinese and Western ideas of a university in everyday operation. Such a bi-cultural condition contrasts sharply to the still largely mono-cultural (Western only) university operating environment in the West. The integration opens further space for their universities to explore an alternative to the Western academic model that has long dominated world higher education. Based on fieldwork at premier universities in Beijing, Hong Kong, Singapore, and Taipei, this article calls for a reconceptualized view of modern university development in Chinese societies. It argues that the experiment enables their top universities to bring back their cultural traditions to integrate with Western values and contribute to inter-civilizational dialogue. © 2019, Higher Education Press and Springer-Verlag GmbH Germany.-
dc.languageeng-
dc.publisherHigher Education Press and Brill Academic Publishers. The Journal's web site is located at http://journal.hep.com.cn/fed/EN/1673-341X/current.shtml-
dc.relation.ispartofFrontiers of Education in China: selected publications from Chinese universities-
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in Frontiers of Education in China: selected publications from Chinese universities. The final authenticated version is available online at: http://dx.doi.org/10.1007/s11516-019-0001-0-
dc.subjectbiculturality-
dc.subjectChinese societies-
dc.subjectcultural experiment-
dc.subjecthigher education-
dc.subjectinter-civilizational dialogue-
dc.titleTurning Scars Into Stars: A Reconceptualized View Of Modern University Development In Beijing, Hong Kong, Taipei, And Singapore-
dc.typeArticle-
dc.identifier.emailYang, R: yangrui@hkucc.hku.hk-
dc.identifier.authorityYang, R=rp00980-
dc.description.naturepostprint-
dc.identifier.doi10.1007/s11516-019-0001-0-
dc.identifier.scopuseid_2-s2.0-85064559269-
dc.identifier.hkuros303890-
dc.identifier.volume14-
dc.identifier.issue1-
dc.identifier.spage1-
dc.identifier.epage32-
dc.identifier.isiWOS:000464846800001-
dc.publisher.placeChina-
dc.identifier.issnl1673-341X-

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