What Laozi and Confucius Would Say About Innovation and Entrepreneurship in Modern Times: A discussion with Professor Otto Lin
Chinese society has traditionally placed high value in the pursuit and application of knowledge (學以致用). This is the essence of innovation which, along with entrepreneurship, are considered the driving force of a knowledge based economy. It would not be a surprise, therefore, to see that both Laozi (老子) and Confucius (孔子) had expressed views or set examples related to these subjects. Yet, it is astounding to find a close similarity of Laozi’s philosophy some 2500 years ago on full and empty (有與無) and real and virtual (實與虛) with modern thinking of hard power and soft power.
The quality of school principals has a significant impact on school performance and education outcomes as Darling-Hammond, Myerson, LaPointe and Orr (2010, p. VII) mentioned “principals play a vital role in creating successful schools”. It is also true in Taiwanese context. In this talk, Dr. Tzu-Bin Lin offers insights on the recent development of education reform with a focus on the key themes in policy agenda and a historical review of principal preparation and selection process in Taiwan; and the current mechanism of recruiting, training, empowering and assessing school principals.
Chinese Research Perspectives on Educational Development, Volume 2 is an English translation of selected articles from the 2013 Annual Report on Educational Development in China, produced by the 21st Century Education Development Research Academy in China.
The first volume of the English-language Chinese Research Perspectives on Educational Development (formerly The China Educational Development Yearbook offers international scholars a glimpse into key issues in Chinese education today from the perspective of Chinese academics, practitioners, and applied researchers. This volume starts with an excellent overview of educational developments in 2010, which witnessed the formulation of the Outline of China’s National Plan for Medium and Long Term Educational Reform and Development 2010-2020.
Cultural Foundations of Chinese Education describes the evolution of Chinese education for more than 5,000 years, and analyzes in depth its interaction with Chinese culture. From the Imperial Civil Examinations to the Western Learning; from the transplant of Western systems of education to the New Democratic Education Movement; from the copying of the Soviet experience in education to the explorations for approaches to establish new education in China since the Economic Reforms in the late 1970s, this book provides unique analyses on conflicting elements in Chinese education, and leads to the understanding of the issues in modernizing education in China.
Forum / Symposium
Date: 6th March, 2015 Friday
Time: 9:00 to 12:00
Venue: Social Science Chamber, 11/F The Jockey Club Tower, Centennial Campus, The University of Hong Kong, Pokfulam
In this seminar, Dr Hong Yanbi will report the results of the data analysis of a survey research carried out in 2009. He uses Bourdieu's concepts of capital and habitus to understand the parenting attitudes and practices of urban residents in China. He claims that there is no class differences in attitudes toward parenting between parents from middle class and lower class families. Yet, they do show differences in parenting practices in terms of different abilities in capital investment in education. These results indicate that the current Chinese middle class relies heavily on the investment of economic capital in passing their advantages to their children in schooling. A distinctive dispositions toward education has not yet developed by them.
Educating the Children of Migrant Workers in Beijing-Migration, education, and policy in urban China
Educating the Children of Migrant Workers in Beijing is a timely book that addresses the gap in the provision of basic education to migrant children in China. It examines the case of Beijing, with a focus on policy implementation at the municipal and district levels and its impacts on migrant schools and their students.
Rural migrant workers in the cities usually lack local hukou (household registration) and face serious obstacles in accessing basic social services, including schooling for their children. The educational situation of these children, however, can vary both across and within localities, and, despite policies and regulations from the central government, there have emerged broad and sometimes even extreme differences in the implementation of these policies at the local levels.
This book uses evidence from qualitative interviews and the analysis of policy documents and materials to provide readers with a rare glimpse into the local politics surrounding migrant children's education in China's political center, including the nature of and motives behind policy implementation at the municipal and district levels and the implications for the survival and development of migrant schools in the city.
Educating the Children of Migrant Workers in Beijing is a unique and in-depth contribution to an important area and will appeal to scholars and students across a range of disciplines, including China studies, migration studies, education, social policy, and development studies, as well as to practitioners and policymakers working on migrant issues and social welfare provision in China.