Defining According to its Essence: An Analysis on the Concept of Tong Shi Education (General Education) in the Native Chinese Context

Abstract

The authors review the concept of Tong Shi (通 识) in ancient Chinese philosophical texts, illustrate the Chinese cultural attributes unique to the characters Tong and Shi, and confirm that the name and essence of Tong Shi Education has a clear directivity and irreplaceable coverage to university general education in contemporary China. To use Tong Shi to refer to general education can facilitate the establishment of a modern higher education concept that deeply rooted in Chinese traditions. Based on substantial historic sources, the authors also argue that Tong Shi Education as an educational concept that links both the past to the present and has global significance, was created out of the internal requirements of China’s reforms as Chinese universities are facing modern transformations.

Keywords:

• conceptual history
• cultural genes
• native traditions
• Tong Shi Education (general education)

Notes

Modern concepts of education necessarily have their origins in traditional culture, but they cannot be directly lumped together. Some general education has clear requirements for studying the classics; however, the purpose is not to return to the past, but to rather be rooted in the present in the hopes of using classical training to reflect on modernity and respond to education with modern problems. Therefore, general education is not equivalent to traditional education--traditional education died out with the end of past eras, while new society and new education has generated new problems, and this is how we have general education. Furthermore, changes in this kind of education throughout the ages are common to Chinese, Western, and even all civilizations.

Japan widely used the translation of “common education, see: Lu 2012a. Mainland China also once used the translations of “ordinary education” and “common education,” see Gong 1997.

Additional information

Funding

Funding was received from the Fudan University “Outstanding Study Plan” and the 2015 Shanghai Higher Education Undergraduate Key Teaching Reform Project.

Notes on contributors

Yi Lu

Yi Lu is an assistant researcher in the Research Institute for Higher Education at Fudan University and director of the Fudan General Education Core Course Committee Research Office.

Yuan Xu

Yuan Xu is a PhD candidate from the Center for Research in Chinese Excavated Classics and Paleography at Fudan University.