A Survey of the Basic Teaching Materials of Chinese Culture from Perspective of Multiculturalism
Date Issued
2012
Date
2012
Author(s)
Li, Chi-Jung
Abstract
The Ministry of Education Regular Senior High School Curriculum Development Committee reviewed the basic Chinese culture education curriculum guidelines on June 16, 2011 and revised the regular high school Chinese curriculum guidelines that will be implemented together for first year students in the following 2012 school year. The curriculum lists the Analects of Confucius, Mencius, Great Learning and Doctrine of the Mean as requirements in high school. Four credits must be taken with one credit per semester being the standard. After the 95 curriculum guidelines are implemented, the basic Chinese culture teaching materials originally for this requirement will be changed to Selected Readings from the Analects of Confucius and Mencius. Selected Readings from the Analects of Confucius and Mencius will be an elective. Each school may evaluate individually whether or not to choose to incorporate this into their teaching content. The basic Chinese culture teaching materials that will be used in 2012 adds the Great Learning and Doctrine of the Mean to the Selected Readings from the Analects of Confucius and Mencius that was originally a Chinese elective and the subject will be changed to basic Chinese culture teaching materials. The curriculum will be arranged based on one credit per semester and a total of four credits. On the face of it, the basic Chinese culture teaching materials is a Chinese elective, However, through this special arrangement, implementation of this measure is a disguised way of making basic Chinese culture teaching materials into an absolutely required course. Taiwan is a society made up of a diverse range of cultures. Article 10-11 of our Constitution clearly states the fundamental national policy as “The State affirms cultural pluralism and shall actively preserve and foster the development of aboriginal languages and cultures.” In addition, relevant laws and regulations state that a diverse culture is an objective that the state should strive to attain and protect.
Starting off by interpreting constitutional law provisions from a standpoint of constitutional jurisprudence and fundamental law, this paper not only attempts and highly complex and vague concepts that may have room for interpretation, Ronald M. Dworkin’s interpretive concepts explains that the understanding of the Additional Articles to our Constitution is actually a type of interpretation. This type of interpretation contains the best interpretative requirement in the practice of interpretive concepts so this paper will attempt to use Ronald M. Dworkin’s interpretive concepts, constructive interpretation, law as integrity and the chain novel to search for the best interpretation of these provisions with respect to interpretation and practice, explain what kind of requirements are actually stated in the Additional Articles and how this type of requirement can be physically implemented in existing Taiwan society. Since Taiwan society should be moving towards the development of a diverse society, the basic Chinese culture teaching materials submitted by the Ministry of Education is a kind of step backward that runs counter to idea of diversity. There must be corresponding reasons behind this action. Therefore, this paper will also discuss the history of the basic Chinese culture teaching materials that preceded the basic Chinese culture teaching materials and explore the connection between the above teaching materials and the various culture transformation movements implemented after the Kuo-Min-Tang government retreated to Taiwan to explain how these movements twisted Confucian thought and combined it with political ideology. Students were inculcated with this education method to achieve their goal of promoting recovering the mainland and unification thinking. It is a method of control filled with political ideology, which is carried out through domination of the state. It is anti-democratic, feudalistic and runs counter to diversity. Looking at this from a legal perspective, Taiwan today is society made up of a diverse range of cultures and provisions of the Constitution clearly state that the emergence of basic Chinese culture teaching materials is unconstitutional in nature. Last, this paper proposes that a diversity awareness awakening takes the place of old ideology resurgence as a solution to this problem.
Subjects
Culture
diverse culture
interpretive concepts
basic Chinese culture teaching materials
ideology
Type
thesis
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