http://hdl.handle.net/2440/13905 2013-05-18T09:47:05Z http://hdl.handle.net/2440/77768 Title: The History of the Centre for Asian Studies at the University of Adelaide Author: Groot, Gerald 2011-12-31T13:30:00Z http://hdl.handle.net/2440/77262 Title: Amnesia and memory: Does classical ideology matter? Author: Lin, Delia Qinghong Abstract: In China’s quest for modernity since the early Republican era, classical ideology such as Confucianism has either been seen as the spectre of a reactionary and repressive past whose memory ought to be erased, or the quintessence of an ageless ancient wisdom whose remembrance ought to be restored. Today, revitalisation of Confucianism as a political ideology and social ethic is called upon by not only the government, but also by social scientists and educators. This calls for a critical and nuanced examination of relevance of Confucianism to current day political thinking in China. This paper offers a three-layered reading of classical Confucianism as a political ideology and examines its relevance to the suzhi discourse in post-Mao China. The three layers are (1) the Utopian perspective, (2) the approach to realising the utopian ideal – combing politics and education into one and (3) the psychological foundation of Confucianism – the sense of shame (chigan). It argues that the three-layered framework forms the basis of the paradigm of suzhi. Based on the case of suzhi, this paper further argues that contemporary China’s focus on enlisting civilising programs such as suzhi in the quest for modernisation and national development echoes millennium-old Confucian governance principles. This paper draws particular attention to the psychological foundation of Confucian governance principles and argues that when advocating for reviving Confucian values, it is important to take into account the psychology of Confucianism. 2008-12-31T13:30:00Z http://hdl.handle.net/2440/76893 Title: Education with(out) distinction: beyond graduate attributes for Chinese international students Author: Song, Xianlin; Cadman, Kathleen Abstract: The recent explosion of Chinese students in Australian universities presents serious challenges for staff in higher education as we try to meet the conflicting demands of our positions. On one hand, we must offer diverse international students opportunity to compete equitably with their Australian counterparts and to receive an appropriate ‘Western’ education; on the other, we must work within the university's education policies which, ironically, have become increasingly homogenising. We here suggest that Confucian philosophy can offer us two-fold insight: first, into the ‘educability’ of international students and, second, into our roles as education providers. In this paper we present the philosophy, curriculum and outcomes of a 3rd-year Asian Studies course targeted exclusively to speakers of Chinese, in order to evaluate the importance of providing these students with fair and rigorous opportunities that are directly relevant to their educational aspirations. This course was specifically designed to meet the university's mandated ‘graduate attributes’ by developing students' command of written critique following ‘Western’ conventions of logical argument and without plagiarism. It is based on a theoretically transcultural ‘pedagogy of connection’ and, significantly, it is conducted bilingually in English and Chinese. Through a qualitative, constructivist analysis of this course, we argue the importance of dismantling the dominant, invisible, monolingual framing of Australian higher education in the strategic practice of course design, delivery and assessment so that prescribed Anglo-Celtic institutional goals can be realised equitably for international students. 2011-12-31T13:30:00Z http://hdl.handle.net/2440/76320 Title: Critiquing critical thinking: Asia's contribution towards sociological conceptualisation Author: Yoneyama, Shoko 2011-12-31T13:30:00Z