The idea of the hypothetical Magellanica Continent(Terra Australis Incognita)was introduced into China by the Jesuit missionaries during the seventeenth century.While not accepted by the Chinese government,it was affi...The idea of the hypothetical Magellanica Continent(Terra Australis Incognita)was introduced into China by the Jesuit missionaries during the seventeenth century.While not accepted by the Chinese government,it was affirmed and transmitted to the public by a few Chinese scholars,including Feng Yingjing,Cheng Bai'er,Zhang Huang,Xiong Mingyu,Xiong Renlin,You Yi,Zhou Yuqi,Jie Xuan,Wang Honghan,and Ye Zipei.Most of them communicated closely with the Jesuit missionaries,and several even helped the missionaries compose the maps.The concept was updated progressively by Matteo Ricci,Giulio Aleni,Johann Adam Schall von Bell,Francesco Sambiasi,and Ferdinand Verbiest.Chinese scholars copied the missionaries'relevant maps and textual introductions without much modification.However,they paid little attention to advancements in the idea,and many of them circulated outdated knowledge.It was not until the middle-and late-nineteenth century that Chinese scholars reexamined the correctness of this hypothetical continent.展开更多
In this article we develop instructional strategies that promote meaningful student engagement with literature facilitated through the use of picturebooks. A critical pedagogy, whereby learners develop skills such as ...In this article we develop instructional strategies that promote meaningful student engagement with literature facilitated through the use of picturebooks. A critical pedagogy, whereby learners develop skills such as questioning, critiquing, and inquiring, is necessary in order for students to succeed in the 21st century. Such a pedagogy can be introduced to learners through a critical literacy framework, which encourages learners to recognize and analyze the social constructions present in texts. The literary environment of 21 st century students is saturated not only with print, but also with visual modes of communication. To teach students to think critically about language and texts, teachers must address both print and visual literacy. Using three classroom-tested picturebooks and activities, we show how the multimodal nature ofpicturebooks makes them an excellent resource to facilitate critical literacy. Using picturebooks in conjunction with a critical literacy framework will help develop the literacy skills necessary for students＇ active civic engagement in the 21st century.展开更多
With the rapid development of the world economy and technology, Chinese cross-cultural communication with the outside world has become more frequent and widespread. It caused challenges for college English teaching in...With the rapid development of the world economy and technology, Chinese cross-cultural communication with the outside world has become more frequent and widespread. It caused challenges for college English teaching in current stage. It is more urgent for us to adapt to the 21st century and cultivate cross-cultural personnel with practical language skills. This also caused widespread concern in foreign language field. English teachers who research the relations culture and language 20 years ago began to realize the importance of cross-cultural awareness training in foreign language teaching. However, compared to the fruitful theoretical results of cross-cultural awareness, training practice in college English teaching is not satisfactory. On the one hand, due to the lack of deep-rooted traditional language teaching methods and the necessity of understanding of cross-cultural awareness training, a part of the University haven＇ t implement literature teaching and develop students＇ cross-cultural awareness. On the other hand, many colleges and universities did try cross-cultural awareness trainings. However, due to lack of necessary theoretical guidance and effective implementation of the program, the effect is not very good. Many students still lack the necessary cross-cultural awareness.展开更多
In this paper, I seek to develop a framework within which to investigate the place of religious traditions in modem, global society. Economic and political modemity--globalization, the nation-state, and the developmen...In this paper, I seek to develop a framework within which to investigate the place of religious traditions in modem, global society. Economic and political modemity--globalization, the nation-state, and the development of global networks and organizations--establish widely-shared frames in which religions have been transformed. In particular, the development of global capitalism has provided unprecedented financial means and technologies of communication to religious leaders. I propose that local religious culture must be considered in light of these new organizational forms, networks, and practices. I take as my starting point a single location in China, the Daoist temple complex at Wudang Mountain, and the associated practices and activities of the Wudang Daoists. I consider how Wudang Daoism fits into four projects and two fields of practice. The four projects are cosmopolitan, civilizational, national and religious; the fields of practice are regional and diasporic.展开更多
文摘The idea of the hypothetical Magellanica Continent(Terra Australis Incognita)was introduced into China by the Jesuit missionaries during the seventeenth century.While not accepted by the Chinese government,it was affirmed and transmitted to the public by a few Chinese scholars,including Feng Yingjing,Cheng Bai'er,Zhang Huang,Xiong Mingyu,Xiong Renlin,You Yi,Zhou Yuqi,Jie Xuan,Wang Honghan,and Ye Zipei.Most of them communicated closely with the Jesuit missionaries,and several even helped the missionaries compose the maps.The concept was updated progressively by Matteo Ricci,Giulio Aleni,Johann Adam Schall von Bell,Francesco Sambiasi,and Ferdinand Verbiest.Chinese scholars copied the missionaries'relevant maps and textual introductions without much modification.However,they paid little attention to advancements in the idea,and many of them circulated outdated knowledge.It was not until the middle-and late-nineteenth century that Chinese scholars reexamined the correctness of this hypothetical continent.
文摘In this article we develop instructional strategies that promote meaningful student engagement with literature facilitated through the use of picturebooks. A critical pedagogy, whereby learners develop skills such as questioning, critiquing, and inquiring, is necessary in order for students to succeed in the 21st century. Such a pedagogy can be introduced to learners through a critical literacy framework, which encourages learners to recognize and analyze the social constructions present in texts. The literary environment of 21 st century students is saturated not only with print, but also with visual modes of communication. To teach students to think critically about language and texts, teachers must address both print and visual literacy. Using three classroom-tested picturebooks and activities, we show how the multimodal nature ofpicturebooks makes them an excellent resource to facilitate critical literacy. Using picturebooks in conjunction with a critical literacy framework will help develop the literacy skills necessary for students＇ active civic engagement in the 21st century.
文摘With the rapid development of the world economy and technology, Chinese cross-cultural communication with the outside world has become more frequent and widespread. It caused challenges for college English teaching in current stage. It is more urgent for us to adapt to the 21st century and cultivate cross-cultural personnel with practical language skills. This also caused widespread concern in foreign language field. English teachers who research the relations culture and language 20 years ago began to realize the importance of cross-cultural awareness training in foreign language teaching. However, compared to the fruitful theoretical results of cross-cultural awareness, training practice in college English teaching is not satisfactory. On the one hand, due to the lack of deep-rooted traditional language teaching methods and the necessity of understanding of cross-cultural awareness training, a part of the University haven＇ t implement literature teaching and develop students＇ cross-cultural awareness. On the other hand, many colleges and universities did try cross-cultural awareness trainings. However, due to lack of necessary theoretical guidance and effective implementation of the program, the effect is not very good. Many students still lack the necessary cross-cultural awareness.
文摘In this paper, I seek to develop a framework within which to investigate the place of religious traditions in modem, global society. Economic and political modemity--globalization, the nation-state, and the development of global networks and organizations--establish widely-shared frames in which religions have been transformed. In particular, the development of global capitalism has provided unprecedented financial means and technologies of communication to religious leaders. I propose that local religious culture must be considered in light of these new organizational forms, networks, and practices. I take as my starting point a single location in China, the Daoist temple complex at Wudang Mountain, and the associated practices and activities of the Wudang Daoists. I consider how Wudang Daoism fits into four projects and two fields of practice. The four projects are cosmopolitan, civilizational, national and religious; the fields of practice are regional and diasporic.
