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This study explores the process of curriculum innovation—the Yuanpei Program, which is intended to provide general education at Peking University and offers key insights in terms of theory and practice.   First, it contributes to development of the understanding of curriculum innovation and the enrichment of knowledge on general education, its principles and practice in China. More specifically, it enriches the literature on the curriculum reform in higher education by describing the complexity of the process in the Chinese context. The conflict approach to examining the curriculum change has allowed the author to better understand the difficulty and constraints involved in the innovation. Many studies conducted before tend not to focus on conflicts and constraints in a systematic way, thus leaving many aspects to be investigated. The data on general education reforms practices obtained from the study will expand the understanding of general education reforms in the Mainland context.   Second, this study will provide a valuable reference work on reforms in higher education in China. The general education reforms, though conducted at several universities, are still in the trial stage. The lessons learned from the study illustrate what kinds of conflicts and problems might arise, supporting practitioners by addressing sources of conflicts that could be avoided or effectively defused.

Curriculum change. --- Beijing da xue. --- Education, Higher -- China. --- General education -- China. --- Pei-ching ta hsüeh --- National University of Peking --- Metropolitan University (Beijing, China) --- Universität Peking --- Beijing (China). --- Guo li Beijing da xue --- Bei jing da xue --- Peking University --- Université de Pékin --- Beijing University --- Kokuritsu Pekin Daigaku --- Pei ta (China) --- Universität Beijing --- Pekinger Reichsuniversitaet --- Pukkyŏng Taehak --- Begejing Yeke Surġaġuli --- Universitas Peking --- 北京大〓 --- 北京大学 --- 北京大学. --- 北京大学xDissertations --- 北京大學 --- 北京大學學报 --- 四川大学 --- 國立北京大學 --- Education. --- Literacy. --- Emigration and immigration. --- Migration. --- Immigration --- International migration --- Migration, International --- Population geography --- Assimilation (Sociology) --- Colonization --- Illiteracy --- Education --- General education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Jing shi da xue tang (Beijing, China) --- Curriculum reform --- Instructional change --- Reform, Curriculum --- Curriculum planning --- Curricula

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This study explores the process of curriculum innovation—the Yuanpei Program, which is intended to provide general education at Peking University and offers key insights in terms of theory and practice.   First, it contributes to development of the understanding of curriculum innovation and the enrichment of knowledge on general education, its principles and practice in China. More specifically, it enriches the literature on the curriculum reform in higher education by describing the complexity of the process in the Chinese context. The conflict approach to examining the curriculum change has allowed the author to better understand the difficulty and constraints involved in the innovation. Many studies conducted before tend not to focus on conflicts and constraints in a systematic way, thus leaving many aspects to be investigated. The data on general education reforms practices obtained from the study will expand the understanding of general education reforms in the Mainland context.   Second, this study will provide a valuable reference work on reforms in higher education in China. The general education reforms, though conducted at several universities, are still in the trial stage. The lessons learned from the study illustrate what kinds of conflicts and problems might arise, supporting practitioners by addressing sources of conflicts that could be avoided or effectively defused.

Migration. Refugees --- Teaching --- Adult education. Lifelong learning --- geletterdheid --- onderwijs --- migratie (mensen) --- alfabetisering --- analfabetisme --- China

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This book proposes a new way of understanding the concept of currere, first described by William Pinar, as an approach to curriculum studies. Derived from her subject position as a Chinese woman who has studied in Beijing and Hong Kong and now researches in Vancouver, the author sets out to contribute to the distinctiveness of a Chinese cosmopolitan theory of curriculum as experienced: the initial formulation of a Chinese currere. Juxtaposing currere with elements of ancient Chinese philosophical thought to inform a cosmopolitan concept of spirituality, chapters articulate the author's own journey through subjective reconstruction, shedding light on how her subjectivity has been reconstructed through autobiography and academic study toward a coherent self capable of sustained, critical, and creative engagement with the world.

Philosophy --- Philosophy and psychology of culture --- Sociology --- Didactics --- Teaching --- onderwijsfilosofie --- sociologie --- filosofie --- onderwijs --- sociale filosofie --- opvoeding --- cursussen --- lesgeven --- Asia