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From Cultural Rehabilitation to Cultural Renaissance: Through the Education of Indigenous Social Science

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Chinese Education Models in a Global Age

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 31))

Abstract

In the previous chapter, I discussed the cultural origin of crisis in higher education in Taiwan and mainland China, namely, academic self-colonization which might be traced to the ideology of scientism formed during the May-fourth Movement period. In this article, I argue that the development of indigenous social science may result in a new model of Taiwanese higher education that could prevent its collapse by attracting students from mainland China to supplement the shortage of university freshmen caused by the rapid decreasing fertility rate of Taiwan in the coming years. On the other hand, the transmission of indigenous social science from Taiwan to mainland China may resolve the ontological anxiety and epistemological confusion prevailing in the Chinese academic community.

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Author information

Authors and Affiliations

  1. Department of Psychology, National Taiwan University, Taipei, Taiwan

    Kwang-Kuo Hwang

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  1. Kwang-Kuo Hwang
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Correspondence to Kwang-Kuo Hwang .

Editor information

Editors and Affiliations

  1. Department of Education, National Chengchi University, Taipei, Taiwan

    Chuing Prudence Chou

  2. International Doctoral Program in Asia-P, National Chengchi University, Taipei, Taiwan

    Jonathan Spangler

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Hwang, KK. (2016). From Cultural Rehabilitation to Cultural Renaissance: Through the Education of Indigenous Social Science. In: Chou, C., Spangler, J. (eds) Chinese Education Models in a Global Age. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 31. Springer, Singapore. https://doi.org/10.1007/978-981-10-0330-1_7

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  • DOI: https://doi.org/10.1007/978-981-10-0330-1_7

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0328-8

  • Online ISBN: 978-981-10-0330-1

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