Visit Our Classes｜奇葩说都不敢选的传统文化辩题，他们竟然辩出了“德云社”那味儿？！
When talking about Zhuangzi, most people's impressions will stay in "Taoism", "Philosophy", "Zhuang Zhou's Dream Butterfly", or the widely circulated "There are fish in the North Ming, whose name is Kun. Kun is so big that I don't know how many thousands of miles it is.” However, to say something further, it is as if the brain is confused by the obscure text, and a thousand words can only be reduced to one sentence: too abstract, and forgotten after the exam.
However, in the recent high-level Chinese comprehensive class of RGS Guildford, Nanjing , several high school students who "don't know the heights of the sky" put Zhuangzi's "Discussion of the Equality of Things" on the stage of debate, asking "Are all things essentially the same?" The debate started.
What’s amazing is that they not only discussed this topic in detail from the pros and cons, but also combined the previous studies of the Laozi and the I Ching, and even chemistry, physics and other scientific knowledge to support their arguments.
The original metaphysical "philosophical recitation class" has been upgraded to a grand prize for language art combining modern science and traditional Chinese thought.
The affirmative believes that “the Way produces one, one produces two, two produce three, and three produce all things, so the origin of everything is the Way.” In order to defend their own views, they quoted Darwin in addition to the views of Zhuangzi in "Discussion of the Equality of Things". The theory of evolution and Stanley Miller’s experiments demonstrate the common origin of everything, as well as the wave-particle duality in physics, chaos theory, Einstein’s energy formula, and so on.The opponent cited the viewpoint of the Han-dynasty philosopher Wang Chong and pointed out that although all things are "born because of the qi (the vital energy)“, they are "produced due to differences." At the same time, it combines ancient Chinese philosophy with ancient Greek philosophy, starting from Aristotle's "there is no the same thing outside of the entity and other categories", and spoke eloquently against the affirmative side.
“It was a wonderful debate!" said Wu Zeyuan, the teacher of the Chinese Humanities, "I can tell that the students are well prepared. The result doesn’t matter, but the most important thing is that they all tried their best. I am also happy to see how the students work together and combine their respective expertise to make help the team."
She added, "I also hope that through this activity, students can learn the ways of Zhuangzi's discussion, and in collecting references, develop their own understandings."
Wu Zeyuan received her Ph.D. degree from The Ohio State University in the United States. She has been teaching abroad for several years, which allows her to apply international teaching approaches to the high school Chinese Humanities class.
She said that the pressure of taking exams and memorizing texts makes most people misunderstand the classics of Chinese learning. For example, when they read the Analects, they may feel that it is just preaching about following moral ethics.
But the reason why the classic text can be passed down to this day is that the literary literacy, attitude towards life and traditional Chinese spirit it covers have a very important foundation and guiding role for the Chinese people, especially for these children who are about to go abroad.
To grow trees tall, one must consolidate their roots. RGS Guildford, Nanjing has rooted the essence of traditional culture in high school teaching. In addition to A-level courses, it also offers Chinese Humanities as a comprehensive course based on Chinese literature and integrated with other liberal arts subjects.
This course takes traditional classic texts as clues to lead students through the traditional context of the entire Chinese nation and understand the profound, vast and unique civilization heritage in the traditional Chinese culture. The outstanding traditional Chinese culture that has stretched for more than 5,000 years contains rich philosophical thoughts and humanities. Spiritual and ethical standards.
This course does not take the final exam as the main assessment method, but focuses on students’ efforts and gives a comprehensive assessment in a more flexible form. Therefore, the in-class performance weighs 40%, the assignments weigh 30%, and the final exam weighs 30%.
"I pay more attention to cultivating the ability of students to learn independently. I will not ask them to memorize the text as in the traditional way of teaching, because that only make students confused, which does not help them learn. I hope that everyone can be familiar with traditional classics and form their own interpretations and understanding. As long as students can find something interesting from traditional culture and are willing to explore further, then the basic purpose of this course will be achieved."
In traditional teaching methods, we can learn philosophy in ideological and political classes, see thinkers in history books, and read gorgeous words in Chinese literature classes... But this kind of teaching mode often leads to a scattered and fragmented cognition of traditional culture. History is everywhere, but it is difficult to make connections with the present, and is eventually lost in the long river of memory.
Therefore, RGS Guildford, Nanjing actively changes teaching methods, scientifically integrates teaching content, encourages students to not forget the fundamentals of culture, strengthen their cultural self-confidence, and become a loyal successor and advocate of Chinese excellent traditional culture while mastering the ability to walk around the world.