Whole Person Education in East Asian Universities: Perspectives from Philosophy and Beyond (Routledge Contemporary Asia Series)

307 Pages·2021·16.337 MB·English

by  Benedict S. B. Chan (editor), Victor C. M. Chan (editor)

Whole Person Education in East
Asian Universities
This book provides much new thinking on the phenomenon of whole-
person education, a phenomenon which features strongly in East Asian uni-
versities, and which aims to develop students intellectually, spiritually, and
ethically, to master critical thinking skills, to explore ethical challenges in
the surrounding community, and to acquire a broad based foundation of
knowledge in humanities, society, and nature. The book considers different
approaches to whole person education, including Confucian, Buddhist, and
Chinese perspectives, Western philosophy, and religion and interdiscipli-
nary approaches. Overall, the book provides a comprehensive overview of
whole person education, why it matters and how to implement it. Moreover,
although the examples in the book are from East Asia, the discussion and
the values involved are universal, important for the whole world.
Benedict S. B. Chan is an Assistant Professor in the Department of Religion
and Philosophy and Associate Director in the Centre for Applied Ethics at
Hong Kong Baptist University.
Victor C. M. Chan is an Assistant Professor in the Department of Social Sci-
ence and Associate Director (Service Learning) in the Centre for Teaching
and Learning at the Hang Seng University of Hong Kong.
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Whole Person Education in East
Asian Universities
Perspectives from Philosophy and Beyond
Edited by Benedict S. B. Chan
and Victor C. M. Chan
First published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2022 selection and editorial matter, Benedict S. B. Chan and Victor
C. M. Chan; individual chapters, the contributors
The right of Benedict S. B. Chan and Victor C. M. Chan to be
identified as the authors of the editorial material, and of the authors
for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: [978-0-367-68378-8] (hbk)
ISBN: [978-0-367-68379-5] (pbk)
ISBN: [978-1-003-13725-2] (ebk)
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Contents
List of figures and tables viii
List of contributors ix
Preface xiv
Acknowledgement xv
1 Introduction: East and West perspectives on whole person education 1
BENEDICT S. B. CHAN AND VICTOR C. M. CHAN
PART I
Confucian, Buddhist, and Chinese Perspectives 11
2 Reconsidering Confucian understanding of human person
and its implications for whole person education 13
PAN CHIU LAI
3 Scholastic universities, monastic schools, and Confucian
colleges: Historical tensions in whole person education,
and prospective solutions 31
PING-CHEUNG LO
4 The Master’s student learning outcomes and assessment
methods: An alternative perspective on pedagogy 61
MARK J. BOONE
5 Confucian ritual and holistic moral education 74
TSZ WAN ANDREW HUNG
6 A discussion on Master Hsing Yun’s idea in university whole
person education 92
KAI CHUNG POON
vi Contents
7 From orthodox Chinese culture to Taiwanisation – an analysis
of the Chinese Culture Renaissance Committee to the General
Association of Chinese Culture in Taiwan 106
WILLIAM YAU-NANG NG
PART II
Western Philosophy and Religion in Asia 125
8 The theory of moral sentiments and whole person education 127
ZHAOHUI HONG
9 Human being as both being in itself and being in relation:
Thomas Aquinas’s metaphysical vision of whole person
education 143
ZIQIANG BAI
10 Reflection on the Christian philosophy of science
education – case study of the creation-evolution controversy
and intelligent design in the classroom 157
KAI MAN KWAN
11 Whole person education as a multidimensional
and dialogical process: A South Indian example 178
DANIEL JEYARAJ
12 What Christian gracious moral cultivation can contribute
distinctively to character and moral education in the teaching
of whole person education in Taiwan? 199
TSUNG-I HWANG
PART III
Multidisciplinary and Interdisciplinary Approaches:
Philosophy and Beyond 223
13 Big data, algorithms and whole person education – the ethical
challenges of privacy issues on using iBeacon Technology
in higher education in Hong Kong 225
SIN YEE CALISTA LAM, MAN SING WONG, AND BENEDICT S. B. CHAN
Contents vii
14 Beyond emotion regulation: Revisiting the role of emotion
education in whole person development 240
MUK YAN WONG
15 Teaching social sciences as Phrónēsis: Prospect and challenges 253
VICTOR C.M. CHAN AND KAI CHUNG POON
16 Towards a “holistic view” of faculty development:
Practices in Japan, and the pragmatic community of inquiry
for education 271
YOSHIHIRO TANIGAWA
Index 287
Figures and Tables
Figures
12.1 Comparison of the transformation trends of the two
approaches of moral cultivation 211
15.1 Home and community visits 267
15.2 Preparation and rehearsal of service 268
Tables
3.1 Comparison of scholastic school, monastic school,
and Confucian college 51
6.1 A Comparison between the general education curriculums
of NHU, FGU, and universities in HK 97
13.1 Attendance record in the conventional sense 232
13.2 Attendance record in the context of classroom technology 232
15.1 A summary of five stages in the Dreyfus model 255
15.2 Misunderstandings about case study research 257
15.3 Aims and module list in the culture and society category
(2009) 259
15.4 Module outline of Global Politics in AY2010-2012 260
15.5 Intended learning outcomes of the social sciences cluster
(2014-2017) 262
15.6 Excerpt of the simulation outline in Global Politics 263
15.7 Students’ written comments about simulation in global
politics (2013-2014) 264
15.8 New social sciences cluster learning outcomes implemented
since 2018 264
15.9 Excerpts of leadership and innovation in the community
services module outline 266
Contributors
Ziqiang Bai holds a Doctorate in Sacred Theology (SThD) from the
University of Santo Tomas (Philippines) and is presently taking up his
PhD in philosophy in the Chinese University of Hong Kong. His research
interest includes Trinitarian theology, Thomism, Ethics, and Daoist
philosophy.
Mark J. Boone is an Assistant Professor in the Department of Religion
and Philosophy at Hong Kong Baptist University. Previously he taught
at Berry College in the United States and Forman Christian College in
Pakistan. Mark earned his Ph.D. in Philosophy from Baylor University in
2010. He is the author of The Conversion and Therapy of Desire: Augustine’s
Theology of Desire in the Cassiciacum Dialogues and Reason, Authority,
and the Healing of Desire in the Writings of Augustine as well as various
articles on the history of philosophy and religious epistemology. He also
edited the books Science Fiction and the Abolition of Man: Finding C. S.
Lewis in Sci-Fi Film and Television and The Good, the True, the Beautiful:
A Multidisciplinary Tribute to Dr. David K. Naugle. Mark may be found
on YouTube at the channel TeacherofPhilosophy.
Benedict S. B. Chan is Assistant Professor in the Department of Religion
and Philosophy and Associate Director in the Centre for Applied Ethics
at Hong Kong Baptist University. He received his Ph.D. in the Philosophy
Department at the University of Maryland, College Park. His Areas of
Research Specialization include Social & Political Philosophy, Applied
Ethics & Moral Philosophy, and Comparative Philosophy (Chinese &
Western). He has published in academic journals such as Dao: A Journal
of Comparative Philosophy, Global Policy, International Journal of Chinese
Comparative Philosophy of Medicine, and Journal of Bioethical Inquiry.
Victor C.M. Chan obtained his PhD at Ritsumeikan Asia Pacific University,
Japan. He is currently an Assistant Professor in the Department of
Social Science and Associate Director (Service Learning) in Centre for
Teaching and Learning at the Hang Seng University of Hong Kong. His
research interests include development of General Education, heritage
conservation and Belt and Road Initiative; International relations of Asia.