Faced with the ongoing tragedy of poverty in our world today, many have long called for a common standard of global justice. Such a standard should not be tied to any one particular strand of justice conceptualizations and it should yet be in harmony with the central motivating beliefs of the various concerned moral worldviews. The article reframes global justice thinking by approaching a core problem, namely motivating people to care for distant needy strangers, in a concrete intercultural manner: it (...) sets out to study and compare the motivational underpinnings for an expansion of social justice, in an exemplary fashion, within two long-standing worldview traditions, namely Christian social ethics and contemporary Confucian ethics, in order to gain a more realistic impression of what a commonly shared and motivationally backed notion of global justice may look like. While the former expresses a universal concern for the poor, the latter has recently attracted interest, since Southeast Asian countries managed to lift millions of people out of abject poverty. As both traditions consider loving communal relationships to constitute the foundation of all justice considerations, the article inquires how this quest shapes each tradition’s way to motivate their adherents’ compliance with a vision of global justice. (shrink)

This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that memorisation had been widely practiced (...) in other parts of the world until recently, including the Anglophone west. By challenging the belief that emphasis on memorisation stifles and creative thinking, which is believed to be one of the key aims of Western education, I argue that memorisation or memorised knowledge is not only legitimate in but constitutes an important part of learning. I also demonstrate that Confucius’ theory of learning, which allows the coexistence of emphasis on memorisation and critical thinking arguably can be of relevance to education in the 21st century. Also advanced in the conceptual study is the argument that the methodological considerations underlying ALM, despite its western origin, match up to some fundamental Chinese conceptions of learning and teaching. The empirical study reported in this thesis addresses the need for a comprehensive and in-depth understanding of the practices and beliefs of Chinese learners and teachers regarding the use of text memorization in foreign language learning and teaching. This study bases its methodology on semi-structured interviews complemented by small-scale surveys. The data was collected from a group of Chinese learners and teachers affiliated with 10 schools and 6 universities at three different educational levels, i.e. junior high, senior high and college, which constitute the major part of foreign language education in China. Data collection was mainly based in a single Chinese inland capital city and lasted for one year and two months involving two fieldwork trips to China. Analyses of the data lead to two major findings. First, both learners and teachers hold overwhelmingly positive perceptions of the use of text memorization in foreign language learning and teaching. The practice was perceived to be beneficial not only because it assists learning in a number of ways but because it builds the learners’ sense of achievement and confidence. Second, the informants’ positive beliefs about text memorisation, though context-constrained, might be more attributable to their perception of benefits to their language learning and teaching than to the view that the practice is consistent with traditional Chinese culture and values. In sum, this inquiry promotes a ‘different-rather than-deficit’ perspective in understanding Chinese learners and their learning practice as well as problematizing the uncritical assumptions about the negative impact of a Confucian philosophy of education. (shrink)