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Confucian cultural education on the ...

Chou, Grace Ai-Ling.

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Confucian cultural education on the Chinese periphery: Hong Kong's New Asia College, 1949--1976.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Confucian cultural education on the Chinese periphery: Hong Kong's New Asia College, 1949--1976./
作者:	Chou, Grace Ai-Ling.
面頁冊數:	323 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3800.
Contained By:	Dissertation Abstracts International64-10A.
標題:	History, Asia, Australia and Oceania. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3110001

Confucian cultural education on the Chinese periphery: Hong Kong's New Asia College, 1949--1976.
Chou, Grace Ai-Ling.

Confucian cultural education on the Chinese periphery: Hong Kong's New Asia College, 1949--1976. - 323 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3800.

Thesis (Ph.D.)--University of Hawai'i, 2003.

In 1949, a group of anti-communist Confucian intellectuals left mainland China and established a New Asia College in Hong Kong. This school was to represent a re-creation of the traditional Chinese academy, the <italic>shuyuan </italic> of Sung and Ming times. The founders believed that, by actualizing the curricular content, structural form, and educational principles of the Confucian <italic>shuyuan</italic>, the core of Chinese culture could be effectively promoted and preserved. Preservation was of paramount importance, for they believed that the eventual revival of Chinese culture on the Chinese mainland depended upon their keeping it alive in the Hong Kong periphery during the tenure of communist control in China.Subjects--Topical Terms:

626624
History, Asia, Australia and Oceania.

Confucian cultural education on the Chinese periphery: Hong Kong's New Asia College, 1949--1976.
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500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3800.
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502 $a Thesis (Ph.D.)--University of Hawai'i, 2003.
520 $a In 1949, a group of anti-communist Confucian intellectuals left mainland China and established a New Asia College in Hong Kong. This school was to represent a re-creation of the traditional Chinese academy, the <italic>shuyuan </italic> of Sung and Ming times. The founders believed that, by actualizing the curricular content, structural form, and educational principles of the Confucian <italic>shuyuan</italic>, the core of Chinese culture could be effectively promoted and preserved. Preservation was of paramount importance, for they believed that the eventual revival of Chinese culture on the Chinese mainland depended upon their keeping it alive in the Hong Kong periphery during the tenure of communist control in China.
520 $a The purity of the Confucian <italic>shuyuan</italic> vision, however, proved difficult to maintain, for the requirements of the British colonial government's educational policies, the anti-communist orientation of American funding organizations, and the market needs of the industrializing port of Hong Kong combined to make the Confucian character of New Asia ever more complex and ambiguous. This matrix of contending interests meant that increasingly New Asia, which was itself established as a living cultural symbol, became a site of contesting symbolic representations and interpretations of the meaning of Confucian educational values for modern Chinese people. Face with such contestation, New Asia's determined fidelity to the <italic>shuyuan</italic> ideal ended in an ironic competition over conceptions of Chinese culture that would transform the New Asia dream into both much more and much less than its founders originally envisioned.
520 $a This dissertation examines New Asia College as a case study in cultural education. By tracing the history of the college from its founding in 1949 to its incorporation into The Chinese University of Hong Kong in 1963, this study analyzes how New Asia sought to enact its mission and educational philosophy. The ultimate subsuming of New Asia's program in 1976 under the University's centralization scheme, and the broader notions Chinese education that implied, reveals not only the cultural predicament of New Asia's founders but the complexity of the Hong Kong environment in which they sought they revive and promote Chinese culture.
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