97444 research outputs found
Sort by
[[alternative]]Francois Noel's (1651-1729) Translation of Chinese Classics and His Writing on China
No full text[[abstract]]The Jesuit contribution to the origin of the European Sinology in the early Modern time by translating of the Chinese calssics has been brought to the foreground of the recent studies of Sino-European cultural exchange. The figures like Matteo Ricci, N. Trigault and P. Couplet have been fairly investigated and thus are relatively known by scholars. I would argue, however, that the Jesuit Fran?ois No?l (1651-1729), as a figure who has been rarely known but equally influential, merits more scholarly attention. Living short after Couplet, No?l’s Sinensis imperii libri classici sex (1711) played a crucial role on the German philosopher C. Wolff’s formation of his practical philosophy. The latter eventually called for the importation of Chinese moral and educational systems. Base on Couplet translation of the three Chinese Classics: Lunyu, Daxue and Zhongyong, No?l added Menzi, Xiaoxue and Xiaojing and thus his translation turned to be more practical and moral orientated. His norm of selection of the classics deserved further investigated as his book was published short after the condemnation of the Jesuits accommodation policy and Chinese rites issued by Rome. Wolff is regarded as one of the most important scholars who directed the German philosophy independent from ecclesial/theological domination before the Enlightenment. It seems to me that by the Chinese image portrayed in No?l’s translation of classics, Wolff received a certain interpretation of Chinese culture by the former. In this project I propose to explore No?l’s works of translating Chinese classics and his writings about China by the tree sub-topics proposed for the three years project: (1) Life and Thought of F. No?l, (2) Textual Analysis of No?l’s Translation: Comparative and Systematic, (3) No?l’s Interpretation of China. Once the collection of No?l’s books and the foundational and historical studies are finished, I will proceed to textual studies. By comparing his translation to the corresponded Chinese texts, I wish to systematically describe No?l’s principle of translation and his way of writing on China.
Developing and Validating a Science Activity-based Learning Environment (SALE) Instrument for the High Scope Program in Taiwan
No full textNew technology to meet students' learning needs: A future smart university classroom in Taiwan
No full textExploring the feasibility of the MAGDAIRE model to assist pre-service science teachers in learning technology integration
No full text
Contexual Analysis of Issues in Curriulum Policy Formation and Implementation---A Study on High School Civics and Society Curriculum Guidelines
No full textInternational Civic and Citizenship Education Study (ICCS2009)
No full text[[abstract]]The mid-term report focuses on the execution and progression of the International Civic and Citizenship Education Study (ICCS 2009) carried out from 2008 to May 2009. It is composed of three major parts: First, it describes the progression of this project. The research team has conducted this project strictly according to the timeline of IEA. The main survey of 7000 students from 200 schools has been completed. Second, it explores the development of Asian Regional Modules. Taiwan team made a leading contribution to the development of Asian Regional Module. The framework and the instrument have been developed for the main survey. Third, it reports the self-evaluation of the achievement of this project. The research team has published one journal paper and has made three paper presentations for an international conference.
The Discourse Analysis of Localization in the Social Studies Curriculum
No full text[[abstract]]This study aims to analyze how the elementary social studies curriculum dealing with the issue of "localization" after lifting the martial law in 1987. This study applies discourse analysis to analyze three different curriculum standards/guidelines and the textbooks edited based on the standards and guidelines. The following findings emerge from this study. First, in the curriculum standards/guidelines domains, the curriculum ideology is shifted from authoritarian obedience to democratic participation to comprehensive competences. The curriculum structure is shifted from school/provinces in China/China/world to school/city and counties in Taiwan/China and Taiwan/world to school/city and counties in Taiwan/Taiwan/world. Second, in the domain of textbooks content, Taiwan is described as a province of China then as a homeland and finally as ROC in Taiwan. The old editions emphasize the democratic systems starting from the establishment of ROC, however, the new editions describe it starting after lifting the martial law. The old editions emphasize the blood relationship between Taiwan and mainland China, while the new editions emphasize the diversity of multiethnic groups in Taiwan. The new editions put more emphasis on the indigenous people than on the new immigrants from South-East Asia. However, the textbooks only advocate the importance of respect and tolerance, they neglect the analysis of the in-depth structures of prejudice and discrimination.