Teaching the ‘Four Books’
Nobody denies the fact that the behavior and attitudes of Taiwanese students have changed for the worst — at least in the eyes of parents and teachers.
And nobody denies the merit that the “Four Books,” being included in the high school curriculum, may have. However, to teach them in a traditional manner as a remedy to “deviant” behavior is shortsighted and politically motivated.
High school students are already overburdened by a host of subjects and the Four Books will not only drive these students to the brink of insanity, but it could also drive them to further “immorality.”
When students are pressured to learn — or rather memorize — materials compiled during the Sung Dynasty, they might resort to desperate measures to obtain a score that does not turn their faces red and prevent them from graduating.
Cheating on exams is rife and this is partly attributable to the dryness and the sheer quantity of material taught using outdated methods. We cannot cure sexually transmitted diseases by instilling old moral or religious values into the minds of a youth that is exposed to mass media, a tool that advocates variety, individualism, freedom and liberalization.
Students are sent an array of mixed signals about what constitutes “right” on a daily basis and if the Four Books are taught in a didactic and dogmatic fashion it will create more confusion and anxiety, and possibly more deviance.
Additionally, the Four Books in this case are not really meant to redress students’ “deviant” behavior; rather, they are aimed at controlling the thoughts of a young generation that needs a novel type of education, an education that helps them thrive and grow intellectually, emotionally and, of course, morally to face the challenges of the 21st century.
Adopting materials with an outdated vision could cast the young generation into an intellectual abyss, where morality (or lack thereof) is inculcated rather than cultivated and developed.
A genuine teaching of morality and ethics should be based on problem solving. Students who attain a high degree of rationality are very likely to attain a high level of moral and ethical standards.
I do not portend that John Stuart Mill and Immanuel Kant can provide deliverance, but if the Ministry of Education was serious about helping students polish their behavior, it should make philosophical and literary texts — including texts from the Four Books — part of the curriculum and help the students approach those texts critically. Only then can we expect our students to develop a genuine, sustainable and strong moral fiber.
MO REDDAD
Greater Kaohsiung
Freedom of speech
Looking through the Taipei Times fascinates me sometimes. Friday’s edition had so many interesting articles. The front page talked about the release of Ai Weiwei (艾未未) and the human rights problems China is well known for (“Chinese release artist Ai Weiwei,” June 24, page 1). It even had a quote from Ai saying he “can’t talk” since he is “on probation.”
I was really impressed with how the Sports Affairs Council was upset with Nike over LeBron James saying he would start his China Tour in Taipei (“Nike ‘China Tour’ blog sparks furor,” June 24, page 2).
It is so good to know we live in a free and open country where freedom of speech, the press and ideas are shared.
We can even go back a day and look at Thursday’s paper. Oh … wait. A woman is sent to jail and given an excessive fine for not liking noodles (“Blogger jailed over critical restaurant review,” June 23, page 2). My friends back home are posting links to the article, claiming it’s great to live in a free country and not a place like Taiwan.
All my work over the past five years to explain how open and democratic Taiwan is — not to mention how different from China — somehow got pushed back to square one.
Back to the drawing board.
MATT BRONSIL
Changhua
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