Newsletter No. 411

No. 411, 19.1.2013 3 Fifty Years of General Education in CUHK General education (GE) is a curriculum design concept that originated in the US in the 19th century. Its mission is to provide a balanced undergraduate education to complement academic and expertise training in a university. Its aim is to furnish students with a broad intellectual perspective and facilitate all- round development. The Chinese University will celebrate its Golden Jubilee in 2013. The year also marks the 50th anniversary of the launch of the GE programme at the University. Below is a timeline of important general education events at CUHK. 1963–1976 ． ． Constituent Colleges Chung Chi, New Asia, and United each designed their own GE programmes 1976–1986 ． ． Implementation of unitary university administration ． ． College departments integrated under central administration, GE continued to be entrusted to the Colleges ． ． Review of the undergraduate curriculum in 1984 1986–1991 ． ． GE entered a new phase in 1986 –– University General Education (UGE) programmes coordinated by central administration –– College GE offered by the Colleges 1991–2004 ． ． Implementation of a flexible credit unit system, required GE programmes units were reduced to 15 ． ． The one-line budget was introduced in 1995. Funding of departments was linked to the number of students taught. Number of GE courses soared ． ． Review of UGE in 2002–03 2004–2012 ． ． Clearly defined the aims of GE ． ． Restructured UGE courses under four areas: Chinese Cultural Heritage; Nature, Science and Technology; Society and Culture; Self and Humanity ． ． Course management and quality assurance scheme was established ． ． In preparation of the ‘3+3+4’ curriculum, the Senate Committee on General Education approved the overall General Education Foundation (GEF) programme framework in 2006 ． ． Task Force on GEF courses was established in 2007 ． ． Pilot GEF programme (two courses ‘In Dialogue with Humanity’ and ‘In Dialogue with Nature’) introduced in 2009 ． ． The soft launch of the GEF programme in 2010, mandatory for all S6 entrants ． ． GE units increased to 21 under the undergraduate curriculum* starting September 2012: –– GEF programme (6 units) –– Four UGE Areas (9 units) –– College GE (6 units) * Undergraduate students should complete at least 123 units 2013 ． ． Formal launch of GEF programme in January New Insights from Old Books The study of classics in the undergraduate curriculum is another new feature of general education at CUHK. The 21st century is a challenging era in which knowledge is highly differentiated and ever-evolving, and the situation is further complicated by economic globalization. In view of that, general education should not only focus on widening horizons, but on instilling in students cross- cultural perspectives. Prof. Leung Mei-yee , Director of University General Education, said the GEF programme is tailored precisely for that. ‘The GEF has high standards. Students need to read classical texts, get to know the key topics in eastern and western cultures, and understand the fundamental concerns behind arts and science studies. After discussions in the classroom, students write papers to summarize what they have learnt.’ Since the University’s Senate’s adoption of the GEF course outline in 2006, general education teachers have developed the teaching package. Feedback was collected through different channels and revisions were subsequently made to fit the needs of students. Dr. Wong Wing-hung , associate director of University General Education, said students yearned for the courses, ‘Some told me that they felt lucky they were taking this course. They were excited to read the originals of classical texts and said it made them feel they were conversing directly with the authors. Small group discussions were their favourite, and they were eager to share their insights with teachers and classmates.’ During the two-year soft-launch, over 1,800 places were filled and student feedback gathered in focus groups were mostly positive. Learning How to Think The two GEF mandatory courses provided a common platform for interaction for freshmen students, which the organizers believe will benefit all concerned. Dr. Julie Chiu , associate director of the GEF Programme, said, ‘ Edwin Chau , a former student who became one of our part-time teaching staff, once pondered over Socrates’ saying that “An unexamined life is not worth living for a human being.” He thought it over and related it to older family members at home who had led a hard life and never had a chance to reflect on life. Does it mean their lives are unworthy of living? His experience is fantastic! He took the statement to heart. We have 12 excerpts from classics for each course, and none of them is easy. They throw out questions that require profound thinking.’ Dr. Wong found it encouraging that some business students said they now read popular science books. ‘And quite a number of science students who used to think science comprised dry formulas and rigid methods now realize science is closely connected with life and society. This was the first time they reflected on the origin of scientific methods.’ Tapping into students’ mentality is crucial for teaching. Professor Leung said each text carries a main theme, ‘Plato’s Symposium is on love, Aristotle’s The Nicomachean Ethics on friendship, and students were inspired. These works led them to reflect on what friendship or love meant, and whether, for example, anyone we add as a “friend” on Facebook is our friend.’ Be Brave to Make Changes So far, the most popular texts are, namely, Thich Nhat Hanh’s The Heart of Understanding which expounds on the teachings of emptiness in the Heart Sutra ; Homer’s Odyssey , especially the part on personal growth; Plato’s Republic , for students loved the cave parable; and Rachel Carson’s Silent Spring on how pesticides ruin the ecosystem. Dr. Wong said he was impressed by the students, ‘The quality of essays was better than I expected. Some of them were quite insightful and demonstrated their ability to apply what they learnt to life. I didn’t expect them to be able to do that.’ The most outstanding of the students’ essays have been published in a collection and students were given recognition by the first and second GE Student’s Best Work Award. To enrich learning, the Fourth GE Student Seminar was held at the end of 2012. Professor Leung said though some students complained about the study load, if they could somehow grasp enough meaning to enter into the world of the classics, they would see new vistas. ‘In the student seminar held last October, Chen Wenxin (Risk Management Science, Year 2) cited the Heart Sutra and used the concept of “interbeing” to interpret the tragic lives of Cambodian children, and how she could help. She wished to dedicate herself to serving the community rather than chasing fame and wealth. GE teachers are glad to see students starting to reflect on their own lives.’ Study Tips for Freshmen The selected readings in GEF programme contain classical texts of several thousand years. How can a freshman understand and digest the essence of these difficult texts? Professor Leung said mindset comes first, ‘Don’t be lax. Be serious in learning. Remember you have a “date” with Plato, so be prepared or you’ll miss out on a lot.’ Dr. Chiu said the key is to think carefully, ‘Spare some time to think about one point in the text every week. Make it a habit, and your insights will grow bit by bit.’ Dr. Wong said confidence is essential, ‘Don’t be scared by “In Dialogue with Nature.” Last semester, another student majoring in English language and literature received a distinction. Arts students definitely have the capacity to understand science concepts. All you need to do is dare to try, to speak up and to express yourselves.’ Although named ‘foundation,’ the contents of GEF programme are quite profound. Undergraduate students in their late teens are given the chance to engage in dialogue with giants like Zhuangzi, Shen Kuo, Charles Darwin and Karl Marx. Hopefully some day, they will be able to stand on their shoulders. Freshmen’s Dialogue with the Classics F rom this semester, if you hear people discussing whether form is emptiness on the University Mall, or arguing what makes an ideal nation quoting Confucius and Jean-Jacques Rousseau, they may be members of the first cohort of 3,600 first-year students who are taking the General Education Foundation (GEF) programme. As the ‘3+3+4’ normative curriculum is now in place, over 60% of the 2012–13 entrants are now taking two mandatory courses ‘In Dialogue with Humanity’ and ‘In Dialogue with Nature’, marking the formal launch of GEF programme. Hopefully, the tradition of dialogue will gain new strength on campus, providing fertile ground for reason and wisdom to flourish.