Wake up（239）

 

239

 

At the invitation of Wu Tianying, Chai Jianhua came to visit the "Tianying Martial Arts Museum" opened by Wu Tianying. Wu Tianying introduced to Chai Jianhua the martial arts hall and the traditional culture of Chinese Wenzhiwugong. Professor Zhan Lisong, the honorary principal specially hired by the school, came over.

After Professor Zhan Lisong shook hands with Chai Jianhua, he said to Chai Jianhua: Under the leadership of Mr. Sheng Yaoqiang, the head coach of Yuejiaquan in our school, we have taken a solid step in inheriting Yuefei's martial arts culture and the spirit of loyalty and filial piety. But there are still many problems.

Professor Zhan Lisong said to Chai Jianhua: Traditional Chinese culture is the representation and general term of various material, spiritual, and institutional things accumulated by the Chinese nation in history. It refers to the overall lifestyle and value system of the Chinese nation, covering the evolution of Chinese civilization. And the collection of national characteristics, national character and national spirit. From the perspective of time latitude, traditional Chinese culture mainly refers to the ancient culture of our country, that is, the culture before the Opium War in 1840. In order to truly inherit the excellent traditional Chinese culture, general education must be strengthened. In this regard, we are working hard to strengthen research.

What is "general education"?

Professor Zhan Lisong opened up the conversation:

General education refers to the educational concept aimed at professional education and vocational education, and ultimately points to the free, comprehensive and rational development of people. Its concept originated from the "liberal education" advocated by Aristotle. In the late 19th century, higher education began to face the challenges of utilitarianism, pragmatism, scientism, and market orientation. The division of labor in the higher education system became more and more detailed, and the barriers between departments and majors in the school became more prominent. The idea of free education based on free subjects was carried forward in the United States and evolved into the concept of "general education", which gradually affected the curriculum reform of some famous comprehensive universities including the University of Chicago and Harvard University. The reforms have had a profound impact.

Affected by social and economic development, until the end of the 20th century, undergraduate education in my country was still mainly based on professional education, with strict classification of departments and obvious professional barriers, and the concept of general education had not yet been introduced. In 1995, in order to correct the disadvantages of over-emphasizing professional education and ignoring humanistic basic education in the past, the former State Education Commission established the "Strengthening the Collaborative Group for Pilot Work on Cultural Quality Education in Higher Institutions", and the work of cultural quality education for college students began to be planned and organized in colleges and universities. Organize and strengthen. Mainly include: ideological and moral quality, cultural quality, professional quality, physical and psychological quality. Trying to improve the cultural taste, aesthetic taste and humanities quality of all college students by strengthening the comprehensive education of humanities, social sciences and natural sciences. Under this trend, many well-known comprehensive universities in my country have begun to propose similar undergraduate talent training models.

"Cultural quality education" and "general education" lead to the same goal in terms of educational concepts, and domestic scholars also have a consensus. The cultural quality education in Chinese universities is general education, which is a reflection on traditional professional education concepts and models.

Professor Zhan Lisong sighed: However, during the implementation process, many universities focused entirely on imitating the external classification of Harvard's general education courses, and seldom seriously examined the teaching objectives and specific requirements of general education courses in American universities. The general education courses of American universities are the "core courses" for undergraduates in the first two years, that is, the "compulsory courses" in China. They have strict teaching requirements and academic training requirements for teachers and students. These courses have also become the essence and style of these universities. . However, the general elective courses of quality education in China are the main courses and basic academic training that do not belong to undergraduates in terms of status, and are only used to "expand" students' interest and knowledge beyond the main courses. At present, the general education of Chinese universities mostly divides the limited general elective courses into five categories and six categories or seven categories and eight categories, pursuing a complete and all-encompassing category, and the categories are arranged in parallel, regardless of priority.

From the perspective of historical evolution, the curriculum system of Chinese universities is a "Western model" established locally. In ancient Chinese higher education, the curriculum system centered on reading Confucian classics, and the education that focused on the cultivation of moral character and pointed to whole-person development Ideas have disappeared in the process of modernization of Chinese universities. However, the intrinsic core value of American university courses has not experienced the "Chinese-style" "course interruption". Therefore, blindly imitating the Western model of general education in form violates the essence of general education to "communicate modernity and tradition, humanities and technology, and maintain the way of the university without breaking civilization."

Chai Jianhua seemed a bit at a loss for what Professor Zhan Lisong said. He had lived for more than 90 years, and this was the first time he had heard of "general education".

Professor Zhan Lisong didn't seem to care about the audience's reaction, and continued to express his views as if he was speaking on a podium, with his eyes straight ahead.

He said:

In recent years, with the strong rise of China's economy and the growing comprehensive national strength, calling for and re-emphasizing traditional culture has become a serious proposition for Chinese people on their way to seek their roots. The Sixth Plenary Session of the 17th Central Committee proposed cultural self-awareness. The so-called "cultural self-awareness" is based on the viewpoint of Mr. Fei Xiaotong, a famous sociologist in my country: it means that people living in a certain cultural and historical circle have self-knowledge about their culture and develop their own culture. Full awareness of history and future. In other words, it is the self-awakening, self-reflection and self-creation of culture. Therefore, the combination of traditional Chinese humanities education and general education is a response to the theme of China's adherence to cultural awareness, strengthening the country with culture, and building a distinctive culture in terms of personnel training.

In 771 BC, the Western Zhou Dynasty, which respected rites and music, was destroyed by the Quanrong tribe. In the following year, Luoyi was the capital of King Ping. Since then, the Chinese nation has entered a new historical stage - the Eastern Zhou Dynasty. Unlike the Western Zhou Dynasty in Haojing, which respected rituals and music, respect and inferiority, the society of the Eastern Zhou Dynasty was accompanied by the weakening of the royal family. The martial spirit flourished again in this special historical period, and after hundreds of years of evolution and evolution, it finally solidified into an important part of the Chinese national spirit.

Professor Zhan Lisong sighed:

Recently, China has finally issued another call to vigorously promote patriotic education. What is patriotism? In my opinion, the country is a community of "country" and "family". There is no "family" without "country", and there is no "country" without "home". "Country" and "family" cannot be separated. The concept of "home" is easy to understand. However, the interpretation of "country" is difficult to get a clear definition. When the Seven Kingdoms were fighting for hegemony, Qin ruled the world, so are the subjects of the Six Kingdoms all subjugated slaves, and are those who submit to the Great Qin all traitors? During the civil war between the Kuomintang and the Communist Party, many Soviet republics were established in the territory of the Republic of China. Is this splitting the country or unifying the country? In the state system, is it the National Congress or the Party Congress? The Soviet Union ruled by the party disintegrated, and the Eastern European countries that followed the party ruled the country all changed their systems. Are the people of these countries all traitors? No country in the world has a static territory, as history has witnessed. Nationalists emphasize their own national superiority. In fact, with the migration of the nation or the subjugation of the nation, the same nation no longer exists. What is the national character of the Chinese nation? What is the national character of the American nation? What is the national character of the Jewish nation? We often talk about revitalizing the Chinese nation, so which dynasty's nation represented the Chinese nation? We are all descendants of Yanhuang. Can the Yanhuang tribe, which is fighting with flesh and blood, represent the spirit of the Chinese nation?

Chai Jianhua stared blankly at Professor Zhan Lisong in front of him, at a loss.

At this time, Wu Tianying smoothed things over:

"Mr. Chai, Professor Zhan is very knowledgeable. He hopes to explore the excellent traditional Chinese culture as a resource, absorb the essence of humanistic general education and value education, and respond to the plight of Chinese general education from the perspective of freedom of thought."

Professor Zhan Lisong seemed to suddenly realize that his opinion could not be explained by Chai Jianhua in front of him, so he said with a smile:

"I have said too much. In fact, in recent years, the academic circles have paid attention to the above-mentioned issues and achieved certain research results. The advocacy of martial arts came from the Western Zhou Dynasty. The old social order was gradually destroyed, and the new order has not yet been established. During the period of great social turmoil in the establishment, the most effective solution to the problem is force, and martial arts must prevail. From the needs of national wars, the strong advocacy of the monarch, the development of economic factors, the legacy of ancient martial arts, etc., a preliminary analysis of today's In China and the world, what will the so-called national martial spirit bring us? Is it a disaster or a blessing? The outbreak of the Russo-Ukrainian War has been a warning to the world; the South China Sea War has also been rumored for a long time. , Mr. Chai, please don’t take it seriously.”