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	<title>Hunan Cross Cultural Education &#187; Asia</title>
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	<link>http://hunancce.com/blog</link>
	<description>bringing cultures together through education</description>
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		<title>Differences In Western and Eastern Teaching/Learning Styles</title>
		<link>http://hunancce.com/blog/2010/differences-in-western-and-eastern-teachinglearning-styles/</link>
		<comments>http://hunancce.com/blog/2010/differences-in-western-and-eastern-teachinglearning-styles/#comments</comments>
		<pubDate>Fri, 12 Nov 2010 02:00:06 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[America]]></category>
		<category><![CDATA[China]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[East]]></category>
		<category><![CDATA[Stephen Webel]]></category>
		<category><![CDATA[West]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=553</guid>
		<description><![CDATA[This list contrasts some of the values assumptions which affect teaching and learning in China.  It is general in nature, and you may want to argue with some of its assertions.  We feel that it may be helpful in giving some handles with which to grasp some of the cultural differences. Western Eastern Teacher is [...]]]></description>
			<content:encoded><![CDATA[<p>This list contrasts some of the values assumptions which affect teaching and learning in China.  It is general in nature, and you may want to argue with some of its assertions.  We feel that it may be helpful in giving some handles with which to grasp some of the cultural differences.</p>
<table border="1" cellspacing="0" cellpadding="0">
<tbody>
<tr>
<td width="245"><strong>Western</strong></td>
<td width="245"><strong>Eastern</strong></td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Teacher   is the facilitator.</td>
<td width="245">Teacher   is the authority.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Individual   is most important.</td>
<td width="245">Individual   is least important.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Group is   least important.</td>
<td width="245">Group is   all important.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Students   ask questions.</td>
<td width="245">Students   hesitant to ask.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Students   are encouraged to do their own thinking.</td>
<td width="245">Student   learn official answer without question or comment.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Student   expresses self and own ideas.</td>
<td width="245">Student   says what he/she thinks the teacher wants to hear.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Group   discussion is important mode of instruction.</td>
<td width="245">Group   discussion is difficult at best.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Student   assimilates concepts and applies to other situations.</td>
<td width="245">Restatement   of concepts in learned mode only.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Making   mistakes is part of learning.</td>
<td width="245">Saving   face is all important.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Excuses   tend to be truthful.</td>
<td width="245">Excuses   given to save face.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Student   sometimes polite to teacher.</td>
<td width="245">Student   always polite; respectful of authority.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Students   respect colleagues.</td>
<td width="245">Students   put down colleagues.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Lecture   is one of several modes used; often least important.</td>
<td width="245">Lecture   is only mode of instruction.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Memorization   is least important means of learning.</td>
<td width="245">Memorization   is most important means of learning.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Sometimes   does not require text.</td>
<td width="245">Always   requires a text.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Can begin   with any concept and in any order in the book.</td>
<td width="245">Systematic   and sequential treatment of text.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Often   relies on outside/additional resources.</td>
<td width="245">Relies on   textbook only.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Respects   copyright laws.</td>
<td width="245">Disregards   copyright laws.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Student   determines own class attendance.</td>
<td width="245">Student   always comes to class.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Students   develop discipline.</td>
<td width="245">Students   are disciplined.</td>
</tr>
<tr>
<td width="245"></td>
<td width="245"></td>
</tr>
<tr>
<td width="245">Students   take tests in stride.</td>
<td width="245">Students   are test-oriented.</td>
</tr>
</tbody>
</table>
]]></content:encoded>
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		<title>Fall &#8217;10 Mid-Term Group Project Guidelines</title>
		<link>http://hunancce.com/blog/2010/project-guidelines/</link>
		<comments>http://hunancce.com/blog/2010/project-guidelines/#comments</comments>
		<pubDate>Fri, 05 Nov 2010 02:00:44 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[China]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[West]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=533</guid>
		<description><![CDATA[For the next two weeks, everyone should be working with their groups on the Mid-Term Group Project.  Each group received a copy of the Group Project Guidelines along with your list of cultural stereotypes.  Please pay close attention to these guidelines as you prepare your written and oral reports!  Following directions is the key to [...]]]></description>
			<content:encoded><![CDATA[<p>For the next two weeks, everyone should be working with their groups on the Mid-Term Group Project.  Each group received a copy of the <a title="CS (Fall 10) Mid-Term Project Guidelines" href="http://hunancce.com/downloads/CS (Fall 10) Mid-Term Project Guidelines.pdf">Group Project Guidelines</a> along with your list of cultural stereotypes.  Please pay close attention to these guidelines as you prepare your written and oral reports!  Following directions is the key to doing well on the project!</p>
<p>Here is a sample presentation from a previous class that you might find interesting;</p>
<p><iframe src="http://player.vimeo.com/video/4488886?byline=0&amp;portrait=0" width="476" height="274" frameborder="0"></iframe></p>
<p>If you&#8217;d like to see some similar presentations from previous years, check out the videos <a title="Vimeo" href="http://vimeo.com/channels/hist" target="_blank">HERE</a>.  (Some of these are examples of GOOD presentations, some are examples of POOR presentations &#8211; you can watch and decide which is which!)</p>
<p>___</p>
<p>This post is for my students at the <a title="Wikipedia" href="http://en.wikipedia.org/wiki/Hunan_Institute_of_Science_and_Technology" target="_blank"><strong>Hunan Institute of Science &amp; Technology</strong></a> (<a title="Official Website" href="http://www.hnist.cn/" target="_blank"> 湖南理工学院</a> ) who are         taking the course: “<em>The  Society and Culture of Major      English-Speaking    Countries (  英语国家社会与文化入门 ) : An Introduction (Book      One / Second   Edition)</em>“</p>
]]></content:encoded>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Happy New Year!</title>
		<link>http://hunancce.com/blog/2010/happy-new-year/</link>
		<comments>http://hunancce.com/blog/2010/happy-new-year/#comments</comments>
		<pubDate>Sat, 13 Feb 2010 18:16:01 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[China]]></category>
		<category><![CDATA[Holiday]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=324</guid>
		<description><![CDATA[Fireworks welcome in the &#8216;Year of the Tiger!&#8217;]]></description>
			<content:encoded><![CDATA[<p><img class="aligncenter" src="http://farm5.static.flickr.com/4026/4354192142_1558249186.jpg" alt="" width="500" height="332" />Fireworks welcome in the &#8216;Year of the Tiger!&#8217;</p>
]]></content:encoded>
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		<slash:comments>0</slash:comments>
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		<title>U.S. Keeps Foreign Ph.D.s</title>
		<link>http://hunancce.com/blog/2010/u-s-keeps-foreign-ph-d-s/</link>
		<comments>http://hunancce.com/blog/2010/u-s-keeps-foreign-ph-d-s/#comments</comments>
		<pubDate>Wed, 27 Jan 2010 08:50:06 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[America]]></category>
		<category><![CDATA[China]]></category>
		<category><![CDATA[Education]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=319</guid>
		<description><![CDATA[Despite Fears of a Post-9/11 Drop, Most Science, Engineering Post-Grads Have Stayed By DAVID WESSEL : The Wall Street Journal Most foreigners who came to the U.S. to earn doctorate degrees in science and engineering stayed on after graduation—at least until the recession began—refuting predictions that post-9/11 restrictions on immigrants or expanding opportunities in China [...]]]></description>
			<content:encoded><![CDATA[<p><em>Despite Fears of a Post-9/11 Drop, Most Science, Engineering Post-Grads Have Stayed</em></p>
<p>By DAVID WESSEL : <a href="http://online.wsj.com/article/SB10001424052748704905604575026800522011226.html?mod=WSJ_PersonalFinance_CareerJournal" target="_blank">The Wall Street Journal</a></p>
<p><a href="http://hunancce.com/blog/wp-content/uploads/2010/01/NA-BD764A_GRADS_NS_20100126182413.gif"><img class="alignright size-medium wp-image-320" style="margin: 5px;" title="NA-BD764A_GRADS_NS_20100126182413" src="http://hunancce.com/blog/wp-content/uploads/2010/01/NA-BD764A_GRADS_NS_20100126182413-300x282.gif" alt="" width="300" height="282" /></a>Most foreigners who came to the U.S. to earn doctorate degrees in science and engineering stayed on after graduation—at least until the recession began—refuting predictions that post-9/11 restrictions on immigrants or expanding opportunities in China and India would send more of them home.</p>
<p>Newly released data revealed that 62% of foreigners holding temporary visas who earned Ph.D.s in science and engineering at U.S. universities in 2002 were still in the U.S. in 2007, the latest year for which figures are available. Of those who graduated in 1997, 60% were still in the U.S. in 2007, according to the data compiled by the U.S. Energy Department&#8217;s Oak Ridge Institute for Science and Education for the National Science Foundation.</p>
<p>Foreigners account for about 40% of all science and engineering Ph.D. holders working in the U.S., and a larger fraction in engineering, math and computer fields. &#8220;Our ability to continue to attract and keep foreign scientists and engineers is critical to…increase investment in science and technology,&#8221; Oak Ridge analyst Michael Finn said.</p>
<p>&#8220;Data for all available cohorts indicate that &#8216;stay rates&#8217; of foreign science and engineering doctorate recipients in 2007 are slightly higher than they have been in recent years,&#8221; Mr. Finn said. His findings, which use tax data to track graduates over time, cover the years before the U.S. plunged into a recession that damped job prospects in many U.S. industries and universities.</p>
<p>Other analysts see signs that recent foreign grads are increasingly likely to return home, particularly in today&#8217;s weak job market. &#8220;I have no doubt that the 2009 data will show a dramatic shift,&#8221; said Vivek Wadwha, executive in residence at Duke University&#8217;s Pratt School of Engineering, who has been warning loudly about the threat that trend would pose to innovation in the U.S. In October 2008, Mr. Wadwha and others used Facebook to question 1,224 foreigners studying at U.S. institutions at all levels. More than half the Indians and 40% of the Chinese said they hoped to return home within five years.  <span id="more-319"></span></p>
<p>Separate NSF surveys show the fraction of foreign Ph.D.s planning to stay in the U.S. dipped in the years following the Sept. 11, 2001, terrorist attack and then rebounded. Nearly 80% of those with temporary visas surveyed in 2007 said they planned to stay; more than half had definite plans to do so.</p>
<p>Joy Ying Zhang, the son of a primary-school teacher and a college professor, left China&#8217;s Hunan Province in 1999 for Detroit&#8217;s Wayne State University, where he arrived with two suitcases and $2,000 in cash. He later transferred to Carnegie Mellon University, which awarded him a Ph.D. in computer science in 2008.</p>
<p>Four or five of his friends have returned to China, he said, and he has discussed doing so. But Mr. Zhang, now a research assistant professor at Carnegie Mellon&#8217;s Silicon Valley campus, has decided stay. &#8220;I have spent 10 years here already,&#8221; he said. &#8220;It took me some time to get used to American life. Now, it&#8217;d be hard to get used to China. It&#8217;s called &#8216;reverse culture shock.&#8217; &#8221; Mr. Zhang, 35 years old, has a brother who works for a pharmaceutical company in the U.S. and a sister who is a physician in China and close to their parents.</p>
<p>In recruiting for Carnegie Mellon, he finds young Chinese less eager to come to the U.S. than those of his generation. &#8220;Life in China is getting better. There are research alternatives in China—like Microsoft China,&#8221; he said. &#8220;They can get good mentoring and advice there, instead of coming to the U.S.&#8221;</p>
<p>In 2007, foreign citizens accounted for 16,022 of the Ph.D.s awarded in science and engineering in the U.S., or 46% of the total, according to the Oak Ridge data. In contrast, the class of 1997 had 12,966 foreigners, or 30% of the total.</p>
<p>Graduates of Ph.D. programs in the physical sciences and computer science are more likely to remain in the U.S. than those in other fields, Mr. Finn said. Those programs are popular with Chinese and Indian students, who are more likely to remain in the U.S. after completing studies than those from Taiwan, South Korea and Western Europe. Among 2002 graduates, 92% of the Chinese and 81% of the Indians were in the U.S. after five years; in contrast, 41% of South Koreans and 52% of Germans were.</p>
<p>Aranyak Mehta, 31, came from India nearly a decade ago to study the science of algorithms at Georgia Institute of Technology and earned a Ph.D. in 2005. Today, he is a research scientist at Google—and planning, for now, to remain in the U.S. &#8220;There&#8217;s always a trade-off—family, culture, and all that,&#8221; he said. &#8220;One of the most important things with an academic background is the work that you do, and is it exciting? I&#8217;m not saying there is no exciting work in India. Many people have gone back and started companies.&#8221;</p>
<p>Using the LinkedIn online network, Mr. Wadhwa identified 1,203 skilled Indians and Chinese who had returned home. Three-quarters said visa issues weren&#8217;t a factor. Rather, career opportunities, quality-of-life concerns and family ties were major factors. Some 70% of the Chinese and 61% of the Indians said opportunities for professional advancement were better at home.</p>
<p>The NSF recently said the number of foreign science and engineering students enrolled in graduate programs of all types hit 158,430 in April 2009, up 8% from the year before.</p>
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		<title>Is China stuck in &#8216;cultural isolation&#8217;?</title>
		<link>http://hunancce.com/blog/2010/is-china-stuck-in-cultural-isolation/</link>
		<comments>http://hunancce.com/blog/2010/is-china-stuck-in-cultural-isolation/#comments</comments>
		<pubDate>Fri, 01 Jan 2010 00:30:45 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[China]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[Beijing]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=131</guid>
		<description><![CDATA[by Yu Qiuyu / GT Why Chinese culture is not as alluring as it ought to be I once heard an American musician who was friendly toward China say, &#8220;Every westerner who comes to China for the first time will be shocked at how many misconceptions they had before they came. Perhaps your propaganda methods [...]]]></description>
			<content:encoded><![CDATA[<div id="post-top">
<div class="essayTitle">
<h3><span style="font-weight: normal;">by Yu Qiuyu / GT</span></h3>
</div>
<p><strong>Why Chinese culture is not as alluring as it ought to be</strong></p>
<p>I once heard an American musician who was friendly toward China say, &#8220;Every westerner who comes to China for the first time will be shocked at how many misconceptions they had before they came. Perhaps your propaganda methods have created a kind of cultural isolation.&#8221;</p>
<p>To call it &#8220;cultural isolation&#8221; is obviously going too far, since there are few people in the world who deny the grand history of Chinese culture, and few people reject Chinese material or food culture. At present, a &#8220;China fever&#8221; is gradually rising. However, it cannot be denied that in the case of the Chinese cultural mainstream being understood abroad, despite a certain improvement over the past few years in rejecting habits like &#8220;leftist&#8221; extremes and arrogant, one-way indoctrination, there nonetheless still exist serious problems. Internationally, our cultural dialogue overall is still stuck in a situation that is hard to accept.</p>
<p>Is this because of political bias? It actually is not &#8211; take the two World Expos that China has attended for example: at Hanover, Germany, in 2001, in a public opinion survey taken before the opening ceremony, China&#8217;s exhibit ranked second on the list of &#8220;exhibits you most want to visit.&#8221; So where then is the problem?</p>
<p>I visited the China exhibit at the Hanover Expo. What struck me most were the photographs of the Great Wall and Peking Opera masks, as well as some backlit photos of famous Chinese vistas. After that it was a smallish model of the Three Gorges, a conceptual model of a Chinese person on the moon, and finally a model of the human body labeled with acupuncture points next to some Chinese medicine. Out of all of the foreign audience who lined up to come in, few lingered at any one spot; most of them walked quickly through in a few minutes and then left.</p>
</div>
<div id="continued">
<p>The China exhibit at the 2005 World Expo in Aichi, Japan, obviously took a lot of work, but conceptually there was little change. At that time, there was a computer screen at the main entrance that displayed how long you would have to wait at particular moment to enter any country&#8217;s exhibit. That screen essentially became a competition board for the attractiveness of each country&#8217;s culture; for example, France was three hours, Korea three-and-a-half hours, Japan four hours. But at the entrance to China&#8217;s exhibit you hardly had to wait at all.  <span id="more-131"></span></p>
<p>The dilemma of these two World Expos reflects several major problems that afflict the communication of Chinese culture abroad. First, those who claimed to have a deep understanding of Chinese culture were unable to find a single captivating emblem of Chinese culture; what they came up with was crude and uninteresting. Second, there was almost a complete lack of awareness of contemporary international aesthetic trends, and audiences from all countries were all imagined to be &#8220;patriotic old overseas Chinese.&#8221; Third, even the most developed countries were careful to invite the country&#8217;s top-flight cultural luminaries to design their country&#8217;s cultural window, while for us it was an administrative task that fell to the underlings of some government department &#8211; the more levels of inspection something has to pass through, the stiffer and more mediocre it turns out. Fourth, the contemporary allure of ancient Chinese culture was seriously misjudged; the main content of the exhibit &#8211; walls done in relief, the four great inventions, the pre-Qin philosophers, the abacus, the archeological relics &#8211; was assumed have the power to make visitors stop in their tracks. Compared to the German exhibit, China&#8217;s hall lacked the clever touches of wisdom. Compared to France, China&#8217;s hall had little self-mocking humor. Compared to Japan&#8217;s hall, there was little innovation that looked to the future in China&#8217;s exhibit. Compared to Korea&#8217;s exhibit, China&#8217;s hall was missing the hospitality and beauty of popular culture&#8230;taken together, then, China&#8217;s exhibit was deficient in intelligence, innovation, imagination, hospitality, and interactivity.</p>
<p><strong>The uniqueness of Chinese culture should not be overstated</strong></p>
<p>From the lesson of the China exhibits at the two World Expos, we can go on to demonstrate that there exists a series of problems in the transmission of Chinese culture abroad. This is the starting point of cross-cultural communication and ought to be faced head-on.</p>
<p>First, at the highest spiritual level, culture is a shared spiritual value of all humanity. Placing the value of nationality above the value of humanity is a great obstacle to our cross-cultural communication. Chinese culture is indeed great, but its ultimate meaning is not unique within all of humanity. Many people say that Chinese culture is the original source of many things, such as &#8220;What you do not want for yourself, do not do to others&#8221; (己之不欲，勿施于人) and &#8220;people-oriented&#8221; (以人为本), these principles in fact arise in other human civilizations and are not unique to us. In addition, concepts like &#8220;peace&#8221;, &#8220;science&#8221;, &#8220;harmony&#8221;, &#8220;balance&#8221;, and &#8220;keeping pace with the times&#8221; share the support of the wise throughout all humanity; we often imbue them with some specific political connotations, but it is inappropriate on a cultural level to say that they are the exclusive creations and possessions of Chinese culture.</p>
<p>By the same token, another misunderstanding occurs when we frequently view many spiritual values shared by all humanity as &#8220;western culture&#8221;, or when we speak of western culture only to throw up nationalistic psychological barriers. Ultimately, what should obviously be shared human spiritual values end up speaking a nationalistic language, lowering ourselves and turning others into strangers.</p>
<p>If we increase our recognition that Chinese culture is one part of the culture of humanity &#8211; an admission not just on our lips but in our hearts &#8211; then things will be much more optimistic. For example, not long ago some Chinese Canadian scholars successfully had the Nanjing Massacre included into textbooks. They said, in the past, we Chinese were always complaining about China&#8217;s tribulations. Foreign students might think that in the wars of the past, so many nationalities suffered that they might not care too much. We elevated this event to a basic level of humanitarianism that all modern world citizens ought to respect, and in this way it has a broader appeal.</p>
<p>At the Hanover Expo, in the main hall of the German exhibit was a pile of unfinished sculptures of great Germans &#8211; Beethoven, Hegel, Marx, and so on. A notice said that the great Germans were unable to complete themselves in their own country &#8211; they went out into the world &#8211; so audience members from all countries in the world had reason to complete the sculptures in their own hearts. In addition, it invited the world audience to add famous Germans from their own countries onto a blackboard. The German people are quite proud, yet they placed their own nationalism into a global and mutual sense. The theme of the French exhibit was France at a Crossroads, unsure of where to go, hoping that the audience from every country in the world might suggest ideas &#8211; this expressed the value of culture mutually extending outward.</p>
<p><strong>Cultural differences need not lead to conflict</strong></p>
<p>Second, admitting that culture is a supreme spiritual value shared by humanity, we still must recognize and respect differences in specific forms and presentations. We often get these two areas mixed up; on the one hand, we harbor doubts about the shared nature of spiritual values, while on the other, we mistakenly pursue convergence of cultural forms that are unable to converge. For example, these sorts of reports and commentary are quite common: &#8220;Peking Opera will conquer the world!&#8221;, &#8220;Hollywood and Japanese animation are stealing Chinese youth,&#8221; and so forth. These reports elevate the question of cultural forms to thoughts of national and ethnic unification, and imagine about life-and-death conflict between cultural forms.</p>
<p>Looking at cultural presentation and configuration, differences are one aspect, and mutual respect among those differences is another. Li Bai and Du Fu were good friends, but if they pursued convergence in their writing because of that friendship, it would have been a tragedy for Tang Dynasty culture. Fortunately that did not occur. But that is just one ethnic group in one dynasty; if we expand to look at cultures from different nationalities and countries, from different cultural backgrounds, then the differences are even more important.</p>
<p>In international relations we find an excellent concept called &#8220;seeking common points while preserving differences&#8221; (求同存异). But we cannot simply migrate this concept to the area of cultural expression, since &#8220;seeking common points&#8221; is what is most unwelcome there. Hollywood cannot &#8220;conquer&#8221; the world; distribution numbers are not proof that it has &#8220;conquered&#8221;. I have been to many countries in the world that do not have their own movie industry, and what they watch is all Hollywood &#8211; this includes Iraq back in the day. But ultimately they have not become captives of American culture. Like Lu Xun asked in his essay &#8220;Grabbism&#8221; (拿来主义), do people who eat beef and lamb turn into cattle and sheep? By the same rationale, Peking Opera cannot conquer the world, and <em>A Dream of the Red Mansions</em> will not conquer the world either. Someone said that &#8220;the 21st century is the century of Chinese culture&#8221;; I do not know whether this strange assessment is based on economic development, but on a cultural basis I can be certain: this will not happen. If one day, the murmuring sounds of recitations of Tang poetry and the Songs of Chu are forced from schools in South Africa, Iceland, and Latin America, then the spirits of Qu Yuan and Li Bai will be sobbing silently up in heaven. For Chinese culture, this would not be a good thing. Alexander, the student of the Greek philosopher Aristotle, conquered half of Asia before meeting his end, but this became an illustrative lesson of the decline of Greek culture.</p>
<p>Beauty is in the coexistence of different cultures, and ugliness is in the removal of those differences. The vast majority of cultural differences will not create conflict, just as when the Euclid, Hegel, and Kant of our minds meet the Confucius, Su Dongpo, and Wang Yangming of our minds, there is mutual appreciation and support rather than conflict and cancellation. If an insignificant soul can do this, then why not a large world? For this reason, I do not support Huntington&#8217;s &#8220;clash of civilizations&#8221;; rather, I support what South African archbishop Tutu said: We celebrate our diversities.</p>
<p>In today&#8217;s world, what is needed in the spread of Chinese culture is not a continual strengthening of the signal but rather an appreciation for cultural differences. And within this, Chinese culture needs to strive for its right to be heard.</p>
<p><strong>Chinese culture must find a new point of strength in the modern world</strong></p>
<p>The third conceptual block is the understanding of one&#8217;s own culture. Many of us believe that, living our lives within the immensity of Chinese culture, who among us is ignorant of it? This produces a sense of cultural arrogance in which other people&#8217;s musings on and criticisms of culture are seen as cultural inferiority. Actually, China&#8217;s ancient sayings are not Chinese culture in practice; China&#8217;s cultural history is not today&#8217;s cultural strength; China&#8217;s cultural advantages do not overcome its serious deficiencies. And living within this culture does not mean that one is instinctively aware of that culture. We breathe all the time, but we are not necessarily familiar with our respiratory system or circulatory system, nor do we know much about the air quality in the city.</p>
<p>Chinese culture today is situated in a position for new choices and self-renewal. Communication, dialogue, and fusion with other cultures is the important turning point for this choice and renewal of Chinese culture.</p>
<p>Over the past 30 years of economic change and social transition, placing economics at the forefront and culture at the rear has been a clever yet unavoidable strategy. What was never expected was that the tremors created by massive economic development require culture to stabilize; everyone went grasping after culture, which had not yet fully transitioned, so it became something even more strange. With exaggeration and balderdash as cultural dialogue, embellishment and triviality as cultural styles, jealousy and animosity as cultural actions, there appeared a sort of &#8220;Culture culture everywhere yet where can we find culture?&#8221; The plight of the China exhibit at the two World Expos partly reflected the speechlessness of contemporary Chinese culture.</p>
<p>I sincerely hope that those people involved in international cultural communication can on the one hand transmit Chinese culture abroad, while on the other hand, filter and restructure Chinese culture according to an international model. They must inform the country directly that internationally, understanding of Chinese culture is less than nothing; the &#8220;sensation&#8221; caused by many artistic performances overseas is primarily nothing more than an opportunity for new Chinese immigrants overseas to assuage their homesickness. Internationally, few people are mesmerized by Confucianism, the art of war, kung-fu, face-changing, political machinations, or Tang costumes. Chinese culture must find a new linchpin to flourish in the modern world &#8211; neither an economic strong point nor a geographic one, but rather a strong point of culture itself. This will require an extensive exchange of views among many penetrating Chinese and foreign cultural scholars, after which things continuous adjustments can be made as things gradually become popularized. At present, that goal is still far off.</p>
<p><strong>Cross-cultural communication will be achieved through tangible forms</strong></p>
<p>Fourth, the outcome of cross-cultural communication is for common people to find pleasure and natural enjoyment in some form of culture. It is not a national dialogue, nor is it a conceptual one. Form outranks thought, the tangible outclasses the intangible, and actions are better than words. In recent years, many officials and literati have indulged more and more in spouting off strings of idioms, ancient sayings, descriptive words, and parallel sentences to describe Chinese culture and the Chinese spirit, and the proper connotation and denotation of many of these are hard to understand when they are translated into a foreign language; they become an impenetrable &#8220;flood of words&#8221; or &#8220;mass of ideas&#8221; and present another obstacle to cultural communication.</p>
<p>I recall that the German poet Goethe&#8217;s surprising realization of the way Chinese people express emotion was obtained through the third-rate ancient novel <em>The Two Sisters</em> (风月好逑传) rather than through the <em>Analects</em> and other Chinese classics that he read in his youth. In actuality, our feelings toward German culture were not obtained through the words of government, but rather through Goethe, Beethoven, and Bach.</p>
<p>In contemporary media, a never-ending flow of the speech of ideas can never compete with the effectiveness of a single photograph &#8211; there are too many examples of this to mention. Moreover, this abstracted speech comes out of the mouths of concept-based individuals, and hence does not readily engage the common people. Government officials and spokespersons are of course individuals of flesh and blood, but their jobs are somewhat conceptualized; people can easily see the kind of background their jobs incorporate. For this reason they are not as persuasive as random interviews in the street.</p>
<p>At the broadest level, cultural communication must choose a format of presentation that is internationally persuasive. Tagore brought Indian culture to the mainstream of western culture. Hemingway allowed European culture to be accepted in the US. In ancient China, Xuanzang, Jianzhen (Ganjin), Zhu Shunshui, Matteo Ricci, John Adam Schall von Bell, and Xu Guangqi were this kind of bridge individual. In modern China, Hu Shi, Zhao Yuanren, and Lin Yutang were perhaps that kind of individual, but unfortunately the chaos of war unavoidably snapped the use of those cultural ties. The China of today has Yao Ming, Lang Lang, and several internationally-recognized movie actors who play a truly active role in those cultural ties. I trust that from this day on, cross-cultural communication will no longer primarily be accomplished through national-level speech and government activities; rather, it will develop centered around these captivating bridge-individuals. These bridge-individuals will perhaps be artists, athletes, scholars, philanthropists, or theologians, but the majority will not be officials. So we must wait to discover them and to protect them.</p>
</div>
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		<title>Recasting in Language Learning</title>
		<link>http://hunancce.com/blog/2009/recasting-in-language-learning/</link>
		<comments>http://hunancce.com/blog/2009/recasting-in-language-learning/#comments</comments>
		<pubDate>Wed, 02 Dec 2009 03:13:56 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[Asia]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[ACTFL]]></category>
		<category><![CDATA[University of Florida]]></category>

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		<description><![CDATA[If you’re a language teacher, you’re probably quite familiar with the concept of recasting, even if you don’t know the name. And if you’re a language learner, being aware of recasting can help you learn faster. So what is recasting? Fukuya and Zhang define a recast as “implicit corrective feedback.” Another definition of “recast” given by Han [...]]]></description>
			<content:encoded><![CDATA[<p><span style="font-weight: normal;">If you’re a language teacher, you’re probably quite familiar with the concept of <strong>recasting</strong>, even if you don’t know the name. And if you’re a language learner, being aware of recasting can help you learn faster. So what is recasting?</span></p>
<div class="entry">
<p>Fukuya and Zhang <a title="MS Word DOC" href="http://www.hawaii.edu/sls/uhwpesl/21(1)/Fukuya&amp;Zhang.doc">define</a> a recast as “implicit corrective feedback.” Another definition of “recast” given by Han Ye in a presentation at the<span class="info">ACTFL</span> 2008 conference was “a native speaker’s corrective reformulation of a student’s utterance.”</p>
<p>It’s not very complicated in practice. Here’s a simple example:</p>
<blockquote><p><strong>Student:</strong> I want read.</p>
<p><strong>Teacher:</strong> Oh, you want to read?</p></blockquote>
<p>In the above example, the English teacher communicates with the student (using a question to confirm what the student had said), while at the same time making a correction (adding “to”). The teacher may or may not choose to emphasize the correction.</p>
<p>Here’s a slightly more subtle example:</p>
<blockquote><p><strong>Student:</strong> I want read.</p>
<p><strong>Teacher:</strong> What do you want to read?</p></blockquote>
<p>In this example, while you could identify a correction in the teacher’s question, the focus is more on communication and less on correcting the mistake.</p>
<p>Recasts don’t have to be questions, and they can be focused on pronunciation, on grammar, on vocabulary… but they always carry with them some degree of ambiguity, because recasts are not overt corrections, and some degree of repetition is a natural part of normal speech. Will the student pick up on the correction, or will the conversation just keep moving along? (Does it even matter what the student consciously notices his mistakes?)</p>
<p>I believe that much of my own success in acquiring Chinese has been due to (1) getting lots of practice with native speakers, and (2) <em>being receptive to recasts</em>.</p>
<p>Here’s a typical example of an exchange that might occur (in Chinese), with a string of letters representing the focal language point:</p>
<blockquote><p><strong>Learner:</strong> Abcde.</p>
<p><strong>Native speaker:</strong> What?</p>
<p><strong>Learner:</strong> Abcde.</p>
<p><strong>Native speaker:</strong> Ohhh… AbcDe!</p>
<p><strong>Learner:</strong> Yes, Abcde.</p></blockquote>
<p>The native speaker’s second utterance above was a recast, but as we see in the last line of the exchange, the learner didn’t get it. Yes, the recast was almost imperceptibly different from what the learner said originally, but recasts tend to be that way (from the learner’s perspective)… especially when they involve <em>tones</em>. As a learner, when you become more sensitive to recasts, you’ll hear them all the time.</p>
<p>Think about it… some people will pay big bucks to a teacher in order to obtain explicit corrective feedback. In actuality, though, if that person is in a second language environment, he is probably getting corrective feedback all the time in the form of recasts and not even knowing it. Recasts are great because they don’t impede the flow of information and they’re usually not an embarrassing form of correction. They’re also great because you don’t get them if you don’t get out there and talk to native speakers. They’re a positive side effect of speaking practice. As a learner, <em>recasts are your friend.</em></div>
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		<title>Culture &amp; Society Mid-Term Project Guidelines</title>
		<link>http://hunancce.com/blog/2009/culture-society-mid-term-project-guidelines/</link>
		<comments>http://hunancce.com/blog/2009/culture-society-mid-term-project-guidelines/#comments</comments>
		<pubDate>Thu, 29 Oct 2009 03:30:04 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[China]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[West]]></category>
		<category><![CDATA[英语国家社会与文化入门]]></category>
		<category><![CDATA[Hunan Institute of Science & Technology]]></category>
		<category><![CDATA[Mid-Term Project]]></category>
		<category><![CDATA[湖南理工学院]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=276</guid>
		<description><![CDATA[For those of you in my &#8220;Society and Culture of Major English-Speaking Countries ( 英语国家社会与文化入门 )&#8221; class, here are the guidelines for your Mid-Term Group Project: Mid-Term Project Guidelines Fall_09 If you have any questions, let me know!]]></description>
			<content:encoded><![CDATA[<p>For those of you in my <em>&#8220;Society and Culture of Major English-Speaking Countries ( 英语国家社会与文化入门 )&#8221; </em>class, here are the guidelines for your Mid-Term Group Project:</p>
<p><a title="Mid-Term Project Guidelines Fall_09" href="http://hunancce.com/downloads/Mid-Term Project Guidelines Fall_09.pdf" target="_blank">Mid-Term Project Guidelines Fall_09</a></p>
<p>If you have any questions, let me know!</p>
<p><em><br />
</em></p>
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		<title>If You are Sick with the Flu</title>
		<link>http://hunancce.com/blog/2009/if-you-are-sick-with-the-flu/</link>
		<comments>http://hunancce.com/blog/2009/if-you-are-sick-with-the-flu/#comments</comments>
		<pubDate>Sat, 05 Sep 2009 11:08:22 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[China]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Health]]></category>

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		<description><![CDATA[I received word today that H1N1, commonly called &#8220;Swine Flu&#8221;, has been found this week in several students at H.I.S.T.  So far, classes are NOT canceled, but the faculty are requesting that all students take extra care so that we can keep the spread of this flu to a minimum.  If you think you are [...]]]></description>
			<content:encoded><![CDATA[<p>I received word today that H1N1, commonly called &#8220;Swine Flu&#8221;, has been found this week in several students at H.I.S.T.  So far, classes are NOT canceled, but the faculty are requesting that all students take extra care so that we can keep the spread of this flu to a minimum.  If you think you are coming down with the flu, DON&#8217;T COME TO CLASS!</p>
<p>Seriously, it&#8217;s better to miss a week of class than it is to get all the rest of us sick!  Here are some more tips if you think you might be sick;</p>
<ul>
<li><strong>Know the signs and symptoms of flu</strong>. Symptoms of flu include fever or chills and cough or sore throat. In addition, symptoms of flu can include runny nose, body aches, headache, tiredness, diarrhea, or vomiting.</li>
<li><strong>Stay home or in your dorm </strong>if you are sick for at least 24 hours after there is no longer a fever (38 degrees Celsius) or signs of a fever (have chills, feel very warm, have a flushed appearance, or are sweating).  Staying away from others while sick can prevent others from getting sick too. Ask a roommate or friend to check up on you and to bring you food and supplies if needed.</li>
<li><strong>Cover you mouth and nose</strong> with a tissue when coughing or sneezing.</li>
<li><strong>Wash your hands often with soap and water</strong>, especially after coughing or sneezing. Alcohol-based hand cleaners are also effective if soap and water are not available.</li>
<li><strong>Avoid touching your eyes, nose, or mouth</strong>.  Germs spread this way.</li>
<li><strong>Drink plenty of clear fluids </strong>(such as water, broth, sports drinks, and electrolyte beverages for infants) to keep from becoming dehydrated.</li>
</ul>
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		<title>A New Semester, New Responsibilities</title>
		<link>http://hunancce.com/blog/2009/a-new-semester-new-responsibilities/</link>
		<comments>http://hunancce.com/blog/2009/a-new-semester-new-responsibilities/#comments</comments>
		<pubDate>Thu, 03 Sep 2009 11:14:14 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[America]]></category>
		<category><![CDATA[China]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[英语国家社会与文化入门]]></category>
		<category><![CDATA[Hunan Institute of Science and Technology]]></category>
		<category><![CDATA[The Society and Culture of Major English-Speaking Countries]]></category>
		<category><![CDATA[湖南理工学院]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=238</guid>
		<description><![CDATA[So, it&#8217;s been quiet around here all summer, sorry about that!  It&#8217;s not because nothing was happening, in fact, the opposite is true!  We were VERY busy this summer with the end of the Spring &#8217;09 semester and the arrival of 13 cultural exchange students from America! Now the Fall &#8217;09 Semester has begun and [...]]]></description>
			<content:encoded><![CDATA[<p>So, it&#8217;s been quiet around here all summer, sorry about that!  It&#8217;s not because nothing was happening, in fact, the opposite is true!  We were VERY busy this summer with the end of the Spring &#8217;09 semester and the arrival of 13 cultural exchange students from America!</p>
<p><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="500" height="281" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="src" value="http://vimeo.com/moogaloop.swf?clip_id=5334026&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=0&amp;show_portrait=0&amp;color=ffffff&amp;fullscreen=1" /><embed type="application/x-shockwave-flash" width="500" height="281" src="http://vimeo.com/moogaloop.swf?clip_id=5334026&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=0&amp;show_portrait=0&amp;color=ffffff&amp;fullscreen=1" allowscriptaccess="always" allowfullscreen="true"></embed></object></p>
<p>Now the Fall &#8217;09 Semester has begun and in addition to the class I taught all last year, The Society and Culture of Major English-Speaking Countries ( 英语国家社会与文化入门 ),I am now also working in the foreign exchange office of the Hunan Institute of Science and Technology (<a style="color: #0066cc; text-decoration: none;" title="Official Website" href="http://www.hnist.cn/" target="_blank"> 湖南理工学院</a> )!</p>
<p>I have some new and exciting responsibilities that are going to make this next semester a new challenge, but one that I&#8217;m really looking forward to!  I&#8217;ll be sure to post a story or two here about how things are going!</p>
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		<title>Faculty Lecture</title>
		<link>http://hunancce.com/blog/2009/faculty-lecture/</link>
		<comments>http://hunancce.com/blog/2009/faculty-lecture/#comments</comments>
		<pubDate>Thu, 21 May 2009 00:00:46 +0000</pubDate>
		<dc:creator>Steve</dc:creator>
				<category><![CDATA[Asia]]></category>
		<category><![CDATA[Communication]]></category>
		<category><![CDATA[Cross-Cultural]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[跨文化交际]]></category>
		<category><![CDATA[湖南理工学院]]></category>

		<guid isPermaLink="false">http://hunancce.com/blog/?p=232</guid>
		<description><![CDATA[I was privileged to give a lecture for the Foreign Languages Department and International Exchange Department at the Hunan Institute of Science &#38; Technology ( 湖南理工学院 ) on Wednesday, May 20th. My topic was &#8220;Cross-Cultural Communication: Communicating Effectively in a Culturally Diverse Environment&#8221; ( 跨文化交际 ). If you&#8217;d like to see my powerpoint slides, download them [...]]]></description>
			<content:encoded><![CDATA[<p>I was privileged to give a lecture for the               Foreign Languages Department and International Exchange Department at the <a title="Wikipedia" href="http://en.wikipedia.org/wiki/Hunan_Institute_of_Science_and_Technology" target="_blank"><strong>Hunan Institute of Science &amp; Technology</strong></a> (<a title="Official Website" href="http://www.hnist.cn/" target="_blank"> 湖南理工学院</a> ) on Wednesday, May 20th.</p>
<p>My topic was &#8220;<strong>Cross-Cultural Communication: Communicating Effectively in a Culturally Diverse Environment</strong>&#8221; (          <!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Template>Normal.dotm</o:Template> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Characters>5</o:Characters> <o:Company>Hunan Cross Cultural Education</o:Company> <o:Lines>1</o:Lines> <o:Paragraphs>1</o:Paragraphs> <o:CharactersWithSpaces>6</o:CharactersWithSpaces> <o:Version>12.0</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting /> <w:PunctuationKerning /> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:DontGrowAutofit /> <w:DontAutofitConstrainedTables /> <w:DontVertAlignInTxbx /> <w:UseFELayout /> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <mce:style><!<br />
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--> <!--[endif]--> <!--StartFragment--><span style="font-size: 10.5pt; font-family: 宋体; letter-spacing: -0.5pt;" lang="ZH-CN">跨文化交际</span><!--EndFragment--> ).</p>
<p><img class="aligncenter size-full wp-image-233" title="cross-cultural-communicatio" src="http://hunancce.com/blog/wp-content/uploads/2009/05/cross-cultural-communicatio.jpg" alt="cross-cultural-communicatio" width="450" height="337" /></p>
<p>If you&#8217;d like to see my powerpoint slides, download them <a href="http://hunancce.com/downloads/Cross-Cultural_Communication.pdf" target="blank">here</a>.</p>
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