M01683
Conference Proceedings
Hong Kong
December 29-31, 2014
HKICEPS
Hong Kong International Conference on Education, Psychology and Society
TISSS
The International Symposium on Social Sciences
HKICEPS
Hong Kong International Conference on Education, Psychology and Society
ISBN: 978-986-87417-3-7
TISSS
The International Symposium on Social Sciences
ISBN: 978-986-5654-02-3
Content
General Information for Conference Participants ................................................................ 5
International Committees ............................................................................................................. 7
International Committee of HKICEPS ............................................................................... 7
International Committee of TISSS ..................................................................................... 9
Conference Venue Information ................................................................................................. 10
Regal Airport Hotel Floor Plan (B1) ........................................................................................ 11
Conference Schedule ..................................................................................................................... 12
Special Thanks to Session Chairs .............................................................................................. 14
Social Sciences Keynote Speech ................................................................................................ 16
Oral Sessions- December 29 ..................................................................................................... 18
Education I ............................................................................................................................... 18
HKICEPS-3961 ............................................................................................................... 20
HKICEPS-3972 ............................................................................................................... 31
HKICEPS-3973 ............................................................................................................... 43
HKICEPS-3978 ............................................................................................................... 45
HKICEPS-4428 ............................................................................................................... 56
HKICEPS-4811 ............................................................................................................... 77
HKICEPS-3957 ............................................................................................................... 79
Society I/ Politics ................................................................................................................... 80
HKICEPS-4448 ............................................................................................................... 82
HKICEPS-4478 ............................................................................................................... 83
HKICEPS-4665 ............................................................................................................... 90
HKICEPS-4683 ............................................................................................................ 106
HKICEPS-4740 ............................................................................................................ 108
HKICEPS-4815 ............................................................................................................ 116
TISSS-4620 .................................................................................................................. 124
Education II........................................................................................................................... 159
HKICEPS-3988 ............................................................................................................ 161
HKICEPS-3991 ............................................................................................................ 170
HKICEPS-4385 ............................................................................................................ 179
HKICEPS-4389 ............................................................................................................ 180
HKICEPS-4486 ............................................................................................................ 194
HKICEPS-4452 ............................................................................................................ 206
Education III ......................................................................................................................... 217
HKICEPS-3909 ............................................................................................................ 219
HKICEPS-4383 ............................................................................................................ 220
1
HKICEPS-4402 ............................................................................................................ 235
HKICEPS-3872 ............................................................................................................ 243
HKICEPS-3944 ............................................................................................................ 254
HKICEPS-3950 ............................................................................................................ 310
HKICEPS-4771 ............................................................................................................ 325
Psychology I .......................................................................................................................... 327
HKICEPS-3946 ............................................................................................................ 329
HKICEPS-3977 ............................................................................................................ 330
HKICEPS-3995 ............................................................................................................ 342
HKICEPS-4403 ............................................................................................................ 348
HKICEPS-4409 ............................................................................................................ 357
HKICEPS-4803 ............................................................................................................ 366
Education IV ......................................................................................................................... 373
HKICEPS-4401 ............................................................................................................ 375
HKICEPS-4407 ............................................................................................................ 383
HKICEPS-4412 ............................................................................................................ 395
HKICEPS-4413 ............................................................................................................ 413
HKICEPS-4423 ............................................................................................................ 429
HKICEPS-4751 ............................................................................................................ 444
HKICEPS-4772 ............................................................................................................ 445
HKICEPS-4809 ............................................................................................................ 446
Oral Sessions- December 30 .................................................................................................. 462
Education V ........................................................................................................................... 462
HKICEPS-4436 ............................................................................................................ 464
HKICEPS-4439 ............................................................................................................ 471
HKICEPS-4440 ............................................................................................................ 481
HKICEPS-4471 ............................................................................................................ 491
HKICEPS-4758 ............................................................................................................ 496
Communication & Management .................................................................................... 507
TISSS-4432 .................................................................................................................. 509
TISSS-4578 .................................................................................................................. 511
TISSS-4561 .................................................................................................................. 518
TISSS-4456 .................................................................................................................. 528
TISSS-4556 .................................................................................................................. 532
HKICEPS-4408 ............................................................................................................ 545
Education VI ......................................................................................................................... 557
HKICEPS-3985 ............................................................................................................ 559
HKICEPS-4608 ............................................................................................................ 560
HKICEPS-4610 ............................................................................................................ 570
2
HKICEPS-4664 ............................................................................................................ 582
HKICEPS-4668 ............................................................................................................ 592
HKICEPS-4698 ............................................................................................................ 601
TISSS-4587 .................................................................................................................. 602
Society II ................................................................................................................................ 603
HKICEPS-4487 ............................................................................................................ 605
HKICEPS-4496 ............................................................................................................ 616
HKICEPS-4812 ............................................................................................................ 627
TISSS-4552 .................................................................................................................. 628
TISSS-4584 .................................................................................................................. 657
TISSS-4560 .................................................................................................................. 659
TISSS-4585 .................................................................................................................. 668
Education VII ........................................................................................................................ 681
HKICEPS-4690 ............................................................................................................ 682
HKICEPS-4707 ............................................................................................................ 685
HKICEPS-4718 ............................................................................................................ 686
HKICEPS-4719 ............................................................................................................ 688
HKICEPS-4732 ............................................................................................................ 694
HKICEPS-4799 ............................................................................................................ 703
Business & Economics ...................................................................................................... 713
TISSS-4550 .................................................................................................................. 714
TISSS-3959 .................................................................................................................. 715
TISSS-4471 .................................................................................................................. 724
TISSS-4457 .................................................................................................................. 725
TISSS-4568 .................................................................................................................. 727
Psychology II ........................................................................................................................ 740
HKICEPS-4387 ............................................................................................................ 741
HKICEPS-4419 ............................................................................................................ 748
HKICEPS-4420 ............................................................................................................ 749
TISSS-4563 .................................................................................................................. 756
TISSS-4558 .................................................................................................................. 768
Poster Sessions December 29 ............................................................................................... 792
Education/ Psychology/ Society/ Finance/ Economic/ Economic.................... 792
HKICEPS-3986 ............................................................................................................ 796
HKICEPS-4481 ............................................................................................................ 806
HKICEPS-4539 ............................................................................................................ 809
HKICEPS-3959 ............................................................................................................ 817
HKICEPS-4388 ............................................................................................................ 818
HKICEPS-4392 ............................................................................................................ 819
3
HKICEPS-4410 ............................................................................................................ 821
HKICEPS-4424 ............................................................................................................ 823
HKICEPS-4426 ............................................................................................................ 824
HKICEPS-4432 ............................................................................................................ 826
HKICEPS-4464 ............................................................................................................ 827
HKICEPS-4658 ............................................................................................................ 842
HKICEPS-4749 ............................................................................................................ 844
TISSS-4453 .................................................................................................................. 846
HKICEPS-3881 ............................................................................................................ 849
HKICEPS-4694 ............................................................................................................ 850
HKICEPS-4695 ............................................................................................................ 852
TISSS-4435 .................................................................................................................. 862
TISSS-4588 .................................................................................................................. 864
TISSS-4610 .................................................................................................................. 882
4
General Information for Conference Participants
Information and Registration
The Registration and Information Desk will be situated in the Regal Airport Hotel on
the basement floor, and will be open at the following times:
Monday, December 29 (8:30-16:30)
Tuesday, December 30 (8:30-16:00)
Organizer
Higher Education Forum (HEF)
Tel: + 886 2 2740 1498にwww.prohef.org
Parallel Sessions
Parallel Sessions will run on December 29 and 30, Oral Sessions are usually 90 minutes in
length; each presenter has 12-15 minutes.
Presentations and Equipment
All presentation rooms are equipped with a screen, an LCD projector, and a laptop computer
installed with Microsoft PowerPoint. You will be able to insert your USB flash drive into the
computer and double check your file in PowerPoint. We recommend that you bring two
copies the file in case of one fails. You may also link your own laptop to the provided
projector, however please ensure you have the requisite connector.
A Polite Request to All Participants
Participants are requested to arrive in a timely fashion for all addresses, whether to their own,
or to those of other presenters. Presenters are reminded that the time slots should be divided
fairly and equally between the number of presentations, and that they should not overrun.
The session chair is asked to assume this timekeeping role and summarize clarify key
important issues in each topic
5
Poster Sessions & Poster Requirements
Materials Provided by the Conference Organizer:
1. X-frame display & Base Fabric Canvases (60cm×160cm)
2. Adhesive Tapes or Clamps
Materials Prepared by the Presenters:
1. Home-made Poster(s)
2. Material: not limited, can be posted on the canvases
3. Size: 60cm*160cm
A 60cm*160cm Poster Illustrates
1.Wider than 60cm (left)
the research findings.
2.Copy of PowerPoint Slides in A4 papers (right)
6
International Committees
International Committee of HKICEPS
Abbas Gholtash, Faculty of Educational Sciences and Psychology, Marvdasht Branch,
Islamic Azad University
Adrian North, Psychology and Speech Pathology, Curtin University
Armin Mahmoudi, Department of Education, Academic Member University
Asrul Akmal Shafie, Discipline of Social & Administrative Pharmacy, University of Malaya
Awam Amkpa, Social and Cultural Analysis, New York University
Bishnu Mohan Dash, Department of Social Work, University of Delhi
Cai Su, Department of Education, Beijing Normal University
Channaveer Rachayya Mathapati, Davangere University, Department of Social Work
Debkumar Chakrabarti, Department of Design, Indian Institute of Technology Guwahati
Geoffrey I. Nwaka, Department of History, Abia State University
I Wayan Suyadnya, Department of Sociology, Brawijaya University
Laura B. Liu, Ed.D., Beijing Normal University's Center for Teacher Education Development
Leela Pradhan, Central Department of Education,Tribhuvan University Kathmandu
Lee Byung Hyuk, Department of Sociology, University of Seoul
Li-Ling Yang, School of Education, Roger Williams University
Lee, Yang,Department of Psychology, Gyeongsang National University
Haskins Laboratories, Yale University
Mahabbat Pernebaevna Ospanbaeva, Faculty of Education, Taraz State Pedagogical Institute
Khalachuchi Flores, Department of Social Work, Southwestern University
Md Abdul Jalil, Department of Social Work, Shahjalal University of Science & Technology
Mohamed Azmi Ahmad Hassali, Discipline of Social & Administrative Pharmacy,School of
Pharmaceutical Sciences, Universiti Sains Malaysia
Napaporn Srichanyachon, Language Institute, Bangkok University
Ö zlem AVCI, Departement of Sociology, Uşak University
Rajeshwari Nagaraj Kenchappanavar, Department of Psychology, Karnatak Arts College
Reyhan Bilgiç, Department of Psychology, Middle East Technical University
Rizwana Yousaf, Lecturer Sociology, University of Gujrat
Robert Evola, Department of Psychology, Université de Yaoundé
Sakina Riaz, Department of Social Work, University of Karachi
Subhan El Hafiz, Department of Psychology, Muhammadiyah University
Tirelo Modie-Moroka, Department of Social Work, University of Botswana
Ying Xing, School of Sociology, China University of Political Science and Law
7
Young-Ok Kim, Department of Early Childhood Education, Chonnam National University
8
International Committee of TISSS
Tan Khay Boon, SIM Global Education
Wei-Cyuan Chen,Feng Chia University
Peter Firkola, Hokkaido University
Sun G Kim, Daejeon University
Cathine Gilchrist Scott, G and H Educational and Research Foundation
Joseph Lau, The University of Hong Kong
Geoffrey K F Tso, City University of Hong Kong
Sun G Kim, Daejeon University
Sang-Hoon,Oh, College of Economics & Commerce
Wei-Tzer Huang, National Changhua University of Education
Jamie Halsall, University of Huddersfield
Azilawati, Nanyang Technological University
9
Conference Venue Information
Regal Airport Hotel
Address: 9 Cheong Tat Road, Hong Kong International Airport, Chek Lap Kok, Hong Kong
Tel:(852)2286-6285
The hotel provides superb and comfortable accommodations with 1,171 guest rooms as
well as state-of-the-art meeting and conference facilities, including Hong Kong's largest
pillar-less hotel grand ballTokyond 30 function venues. Additionally, the hotel features a
variety of authentic cuisines at its 6 restaurants and bars, and it has a complete range of
recreational facilities, including a luxurious spa, an outdoor pool and an indoor heated
swimming pool.
Transportation
Regal Airport Hotel is the only hotel connected directly to the passenger terminal of
Hong Kong International Airport by an enclosed, air-conditioned link bridge. Guests can
walk to the hotel from the airport in just 2 minutes.
Strategically located near extensive transportation networks, the hotel is just 24
minutes from downtown via the Airport Express line. Additionally, the SkyPlaza
integrated shopping and entertainment centre and the AsiaWorld-Expo convention
centre are both accessible by foot, and Hong Kong Disneyland is a short drive away.
10
Regal Airport Hotel Floor Plan (B1)
11
Conference Schedule
Monday, December 29, 2014
Oral Sessions
Time
Schedule
08:30-16:30 Registration
Education I
09:00-10:30
Society I/ Politics
10:30-11:00 Tea Break
Welcome Speech by Dr. Ricky Ng
11:00-11:20
Best Paper Award Presentation
Venue
Tokyo Suite
Wellington Suite
Social Sciences Keynote Speech: Jamie Halsall
11:20-12:30 Ethnic Segregation within Contemporary Britain's
Communities
Tokyo Suite
11:00-12:30 Education II
12:30-13:30 Lunch Time (1F, Grand Ballroom 1)
Education III
13:30-15:00
Psychology I
15:00-15:30 Tea Break
15:30-17:00 Education IV
Wellington Suite
Monday, December 29, 2014
Poster Sessions
Time
14:00-15:00
Information
Education/ Psychology/ Society/ Finance/ Economic
12
Tokyo Suite
Wellington Suite
Tokyo Suite
Tuesday, December 30, 2014
Oral Sessions
Time
08:30-16:00
09:00-10:30
10:30-11:00
11:00-12:30
12:30-13:30
13:30-15:00
15:00-15:30
15:30-17:00
Schedule
Registration
Education V
Communication & Management
Tea Break
Education VI
Society II
Lunch Time (GF, Berlin Suite)
Education VII
Business & Economics
Tea Break
Psychology II
Wednesday, December 31, 2014
Executive Committee Meeting
(Only executive committee)
13
Venue
Tokyo Suite
Wellington Suite
Tokyo Suite
Wellington Suite
Tokyo Suite
Wellington Suite
Tokyo Suite
Special Thanks to Session Chairs
Afshin Gharib
Dominican University of California
Kang Kwong Luke
Nanyang Technological University
Tong Seop Kim
Inha University
Maha Ellili-Cherif
Qatar University
Arabi N. S. Alqadi
Al Hussien Bin Talal University
PingPing Zhu
Nagoya University of Commerce & Business
Jyh-Jeng Wu
National United University
Huihui Li
Shenzhen Institutes of Advanced Technology
Tan Khay Boon
SIM Global Education
Triloksingh G Arora
Shri Ramdeobaba College of Engineering and
Management
Daniel Lo
Xian Jiaotong-Liverpool University
Seungkoo Kang
Korea National Open University
Li Jiang
Tuskegee University
Zachary Wong
Sonoma State University
Bok-Rae Kim
Andong National University
Tian-Bo Deng
Toho University
Mingchu Luo
Emporia State University
Wei-Bin Zhang
Wei-Bin Zhang
Young Hak Lee
Kyung Hee University
Marta Garrett
University of Mary Hardin-Baylor
14
K.N. Hui
Pusan National University
Tapany Patcharawit
Suranaree University of Technology
15
Social Sciences Keynote Speech
Tokyo Suite
2014/12/29 Monday 11:00-12:30
Ethnic Segregation within Contemporary Britain's Communities
Dr Jamie Halsall
Senior Lecturer in Social Sciences
School of Human and Health Sciences
The University of Huddersfield
Queensgate, Huddersfield, UK
Email: j.p.halsall@hud.ac.uk
Abstract:
The population of ethnic minorities in Britain has rapidly increased over the last 60 years.
The census count indicates that the ethnic population has grown from 3 million in 1991 to 4.6
million in 2001. Issues surrounding ethnic minorities have duly been concerned with
education, employment and housing. In 2001 civil unrest erupted in England‘s northern mill
towns. The inquiries concluded that white and British Asian communities were living parallel
lives. This was seen to be a failure within the communities and of social policy. Segregation
was cited as a contributory factor. Moreover, in 2005, Trevor Phillips, the chairman of the
Commission for Racial Equality, warned that Britain was sleepwalking into racial segregation,
with white, black and British Asian ghettos dividing cities. To tackle the segregation problem
central government introduced the community cohesion policy with the aim of developing a
better understanding of shared values between all origins of race, thereby celebrating
diversity within Britain. The aims of this research were to consider whether British Asian
communities are segregated and to examine the viability of current central government policy
in promoting and securing greater community cohesion. Oldham in Greater Manchester was
selected as the focus of the investigation.
Dr Jamie Halsall Bio:
Dr Jamie Halsall is a Senior Lecturer in Social Sciences in the School of Human and Health
16
Sciences at the University of Huddersfield, UK. His research interests lie in the field of
Sociology of Community. In November 2014 Jamie will co publish a book with Professor Ian
Cook and Professor Paresh Wankhade titled: ‗Sociability, Social Capital, and Community
Development: A Public Health Perspective.‘ This will be published by Springer Press. Jamie
is currently a Stream Co-ordinator at the British Sociological Association for the Social
Divisions/Social Identities.
17
Oral Sessions-– December 29
Education I
Tokyo Suite
2014/12/29 Monday 09:00-10:30
Session Chair: Afshin Gharib
HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A Case Study on
the Establishment of St. Johns University
Daniel Yu-hai Chen St. John's University
HKICEPS-3972
Impact of Deterrents on Effectiveness of Mandatory Continuing Professional Education
for Company Secretaries in India
Rajesh Walawalkar Academy of Human Resource Development
HKICEPS-3973
Expert Guests in the Classroom: A Comparison of Academic and Experiential Expert
Guest Lecturers in Introductory Psychology
Afshin Gharib Dominican University of California
William Phillips Dominican University of California
HKICEPS-3978
Development of Instructional Material Using Algebra as a Tool in Problem Solving
Myla Zenaida Cabrillas Torio Philippine Normal University
HKICEPS-4428
Unique Experience of Sub-degree Engineering Students under 3-3-4 Education Reform
in Hong Kong
Fong Ming-lun Alan City University of Hong Kong
Chan Chak-wa City University of Hong Kong
18
HKICEPS-4811
Recreating the Use of Think Tanks in Strategic Global Management Courses
Bob Barrett American Public University
HKICEPS-3957
An Exploratory Study on the Use of Blogs to Enhance Reflective Practice among
Distance Student Teachers
Matshidiso Joyce Taole University Of South Africa
19
HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A
Case Study on the Establishment of St. Johns University
Daniel Yu-hai Chen(
)
St. John's University(Taiwan), 499,
Sec. 4, Tam King Road, Tamsui District, New Taipei City, 25135 Taiwan
E-mail address: daniel@mail.sju.edu.tw
Abstract
Sociologist Max Weber‘s ―Religious Rejections of the World and Their Directions",
clearly analyzed the essence of the conflict between religion and secular world. After
Christian missionaries entered Chinese world and established schools to spread their
doctrine, by varying of strength of the rulers, the controlling power to the schools are
differences. The article explores through Weber's view, looks at St. John's University
which set up from 1879 in Shanghai and re-founded in 1967 in Taiwan. The politics,
economics, and intellectuality in the forces of affecting the church will be elaborated
of how it influences the development of the schools.
Keywords: Christianity school, Religious Education, Max Weber, Holistic Education
1. Introduction
In 1970, there are three universities which have a church background in nine of all. In the rest
of the independent institutes and the colleges, there are five schools which have a church
background. Those are close to 10% of the church school which only 4% Christians in
Taiwan was undoubtedly the result of deliberately putting effort into education. St. John's
University, founded in 1967 (the original name "Sin-pu College"), is also one of these
"church schools." The school was set up by Bishop Wang who was the first Chinese bishop of
Taiwan Episcopal church. Initially it was founded by alumni of Shanghai St. John University
and St. Mary's Hall in Taiwan, they contact with church and request recalibration. Alumni
donates the land, and Taiwan Episcopal church co-ordinates funding and equipment to
establish the school. The name of the school specifically refers to the local name "Sin-pu
college" (St. John‘s and St. Mary‘s Institution Technology), and its name "St. John's
University" has been upgraded and changed several times till now.
However, there are twelve universities which have Christian backgrounds in Taiwan,
except seven comprehensive universities. The remaining five technical and
vocational schools are health care professional, or professional foreign as their
20
language teaching content. These content of medical and liberal arts are relatively
easy to attach Christian beliefs through their professional teaching. But St. John
University is the one and only technology professional school in Taiwan. Moreover,
the school is the only science and technology professional school in 124 Anglican
colleges and universities of the world. 1 The unique phenomenon shows the
particularity of time and space, the unusual religious background and historical
heritage of the school which prompt us to explore how these Taiwan's political and
economic environment interactively influence these schools.
German sociologist Max Weber in his theory ―Religious Rejections of the World and
Their Directions" analyzed clearly the essence of the conflict between religion and
secular world,
2
he said: ―Between Every prophet or savior religion and secular
order, there is a sharp and sustained tensions, the more redemptive religious
character has more intense tension…”. 3 Weber classifies worldly affairs as the
political, economic, and intellectual and so on. These areas will produce a
relationship of confrontation and conflict with religion. When religious groups
undertake a school, they are involves a secular value areas, such as the state
machinery, government decrees, funding requirements, the school administrative
operation, etc. In other words, because of the established o f educational institutions,
religion will shape conflict with the "worldly affairs".
1
Colleges and Universities of the Anglican Communion website(CUAC):
http://www.cuac.org/53810_53925_ENG_HTM.htm
2
Max Weber wrote
religions
to analysis the world economic ethics of various
he wrote‖Intermediate inspection~ Religious Rejections of the World and Their
Directions‖
3
Sociology of Religion
Max Weber
put forward questions to be analyzed
1989
p109
21
University established in the name of religion will make conflict and to seek
compromise in the field of both religion and secular educational institutions. Namely,
these phenomena presented in the course of three aspects: the religion and
intellectual, religion and political, as well as religion and economic. The following
table describes these three levels of conflict and compromise connotation.
2. Conflict and compromise between religious education and intellectual
First, in terms of the dimension of conflicts between religion and intellectual,
religious groups preach doctrines through educational institutions to contact with the
public, which is based on the similarity of the inner meaning of intellectual and
religious on the cognitive activity, especially in the characteristics of Anglican
theology. They stressed that the Bible, Reason and Tradition, known as the three
pillars, and therefore rational intellectual is not the barriers of religious converted,
but rather the part of the religious revelation connotations. Knowledge is beneficial
for religion in transformation. Religious groups use value -neutral intellectual
Intellectuality
Religion
Secular
Politics
Economic
塊 mystical religious experience.
塊Charisma dominant that
塊 the myth interpretation about
consistent with religion.
the world.
塊 pursuit universal consciousness
塊 divine admonition generated
compatriot relationships (love your
from witchcraft.
neighbor, humanity and enemies).
塊 exclude mystery, according
塊 pursuit power and to use
塊 non-object orientation,
with the logic of causal
violence as a means of intimidation
maximize the
knowledge.
legal-dominated.
塊 calculate things in interest
塊 demonstrable experience and
塊 established dehumanization
considerations, establishing
knowledge to pursue a coherent
relationships without concern
relationships based on the
sense.
personal connecting.
principle of supply and demand.
塊 away from worldly wealth.
塊 consider with fellow ethics,
pursuit compatriots love and
build relationships.
currency prices.
education to reduce people's resistance, and to affirm positively the value of
religious educational through obtaining the earthly riches. The US Episcopal
Church's missionary put considerable resources in China in order to build and
maintain educational institutions. In 1837, the United States Anglican mis sionary
William Jones Boone 4 came to China to participate in missionary work, till bishop
Schereschewsky Samuel Isaac Joseph Schereschewsky, 1831~1906
founded the St.
John's University in 1879. They all hope to contact Chinese people through education
and to reduce the missionary resistance. If the religious groups can interpret and link
4
Mei-mei Lin
2006
p106
22
to the knowledge sufficiently, and can grasp the development of educational
institutions, it mostly able to use knowledge as their own tools, but the educational
institution since its inception, it will develop its own rules of operation, pursuit
intellectual and organization of its conducive self -development. In 1881 Shanghai
businessman based on business considerations requests that the school provides
English education, 5 the intellectual obtains the status of moral language to link with
religion and students. It also brings prestige for church. In 1928, the S chool Board
independent from the Missionary. Gradually, the purpose of intellectual is no longer
connected to the religious inspiration. Education has also developed secular purposes
for themselves, education place of religion. Francis Lister Hawks Pott who served as
the President for 52 years said : "The education is purpose itself." 6 The schools
incline to the secular world, and continue to produce alumni to support its secular
values and secular interests acquired by alumni, followed through alumni in order to
serve as a director of the Board. 7As well as accepting alumni‘s donations to his alma
mater, to feedback the educational institutions themselves, this cycle will strengthen
the school's secular character and increase the conflict factor between religion and
education.
Religion grasps the world through revelation knowledge, but the purpose of school is
not to cultivate believers who surrender to the divine religion instructions from
Charisma leader. But it has the knowledge and skills to acquire earthly materials
professionals, which would touch the religious and intellectual conflict and sensitive
nerves, making religion and education gradually isolated. Francis Lister Hawks Pott
was trying to convince the church to accept the students' ―having the Christian spirit‖
instead of ―becoming a Christian‖, but in 1940 he admitted:" St. John's university is
the most expensive tuition school in China, it‘s unfortunate to making this school
only the rich man can enter, is contrary to the ideals of our mission ... ", 8 St. John's
university face the problem of filing (?)because Chinese government's restrictions on
education, and the church is unwilling to abandon their original intention of preach
gospel which let the church threatened to close schools instead of to see a Christian
school‘s existence without exerting their faith influence. 9 Religion must be
sacrificed intellectual rationality to defend value of religion, and this conflict is also
working on the founding process of Sin-pu college. In1965 , Bishop Wang carried the
heavy loading of task based on his personal education experience and beliefs, but
5
Edward Yihua Xu
6
Edward Yihua Xu 1999 p17
Yuehchi Shone, Wo Chou 2007
7
1999
p27
8
Feiya Tao, Peter Tze Ming Ng
9
Edward Yihua Xu
1999
p33
1998
p89
p146
23
Sin-pu needed huge capital and attention. That is not the church which members are
fewer than 1,500 people. Bishop Wang invested his time and energy, and
misappropriation 13 million NTD church‘s funds, 10 endangering the development of
the church, and resisting the proposed law which strengthen the importance of
education institutions, 11 and tried to reduce the negative impact from educational
institutions.
For the dimension of compromise between religion and intellectual , the inherent
laws formed after the birth of educational institutions, which will multiply itself and
prevent themselves from being eliminated. It makes the religions not only take
confrontation position to conflict, but also have to compromise with each other and
find the way for two parties to survive with total profit. For example, in 1931, St.
John's university could not accept the "Christian" deleted in its mission statement.
They are unwilling to compromise in order to obtain filing qualifications. The school
became the only one school which can‘t satisfy the qualification demand. Francis
Lister Hawks Pott hoped church to make a concession this time, even suggested that
"the pursuit and dissemination the light and truth" 12 becoming their school purpose.
Shanghai St. John & St. Mary schools abolished in 1952 result of dramatic political
changes. Alumni came to Taiwan and assumed to continue the life of alma mater.
They urged the church to handle complex school construct matters, led by the church,
and the recall of two schools can be made through the uniqu e religious sentiment and
religious figures whose acting is without counting the cost.
Due to the alumni of two schools influenced personally by Christian in schools
during the student days, they built up the personal trust to the church. Because
alumni association is not permanent organization, they not only need the Anglican
organization to handle, but also emphasize the continuity of tradition and win the
legitimacy of the fundraising to the global alumni. For the position of Taiwan
Episcopal Church, they did not have enough resources to establish a school. Through
the political and economic strength, the alumni put in opening up a stable missionary
field, religion and education. In this presentation it can be seen as a result of mutual
compromise and mutual advantage.
3.
Conflict and Compromise Between Religious Education and Politics
On the dimension of the conflicting relationship between religious education and
10
Data files of the St. John‘s University Board
1971,First semester School affairs meeting
(Feb, 3th,1972.)
11
12
Taiwan Episcopal Church Annual Conference
Edward Yihua Xu
1999
p146
24
8 th Annual Conference Record
p22
politics, once religious group wants to achieve their religious goals through
educational institutions, 13 they involve in the secular realm and strongly influence
by politics rationality, which is most significant in its secular power because they are
threatened by violence. Anglican shaped his denominational features in her special
historical background, but also created his characteristic which is good to achieve
religious benefit through political power. St. John's University and St. Mary's Hall
was founded under the protection of national force of American government and
international treaties. 14 The international political environment is conducive to
western missionary, the church also publicize western science and religion through
education. These created St. John's universities‘ success. But the political
environment around St. John's University was constantly changing: the school which
filed in USA must remain friendly but not being a contained relationship with
Chinese government, and the school consumes a lot of energy in the history of
school‘s 73 years which include five different regime patterns. Because of the
gradually rising nationalism and national self-awareness in China, and as
nation-states have similar religious functions, the Charisma national leaders always
been given "national savior, the world's great men.", Religion became c ontender for
nation, the political pressured strengthening on the control of religious schools, and
launched the " Anti-Christian Movement." 15 On the way, China government saw that
the church schools are inconsistent with national loyalties, so it formulate schools
that they may not use ―spread religion‖ as the founding purpose, and also restrict the
religious activities on campus, therefore, the conflicts between religion and politics
put on table
Although the effect of St. John's university missionary work is not idea l, but the
political rationality which threat by violence, challenges the bottom line of the
missionary goal of St. John's University, so that the school must declare his stand. At
this time, if school insists to against national country, they put their li fe on the
gambling table, otherwise, they have to compromise in their political environment.
13
Anglican Church is the Church of England, the sect's founding philosophy is not entirely based on
theological differences, but maintain the unity of United Kingdom, Anglican Church and spread to the
whole world, Anglicanism have the tradition of maintain a friendly relationship with the local
government
14
Wang Hiya Treaty (
)signed in 1844, the United States also have the rights to have trade in 5 ports,
but also adds another Treaty that Nanking Treaty did not allow, that construction the churches, hospitals and
graveyard , but also repeal the ban foreigners to learn Chinese.
15
1924 ~ 1925, Chinese people started the "Anti-Foreign people manager school movement‖, 1925 the
Ministry of Education set up ―foreign people donated law‖, principal shall be Chinese, the majority of the Board
shall be Chinese people, school purposes shall not be involved in religious slogans.
25
On the dimension of compromises relationship between religious education and
politics, Shanghai St. John's university is the latest school which filing to the Chi nese
government (1947). This school has accumulated considerable influence in Chinese
society after decades of development, and it also seen their religious beliefs‘
persistence. These strength are stronger than other Christian Universities that they
can compete with the Chinese political power. Because of the rising of Chinese
political power and nationalism, St. John's University ultimately surrenders to
political rationality under the influence of education policy, in order to filing and
subjecting various laws which restrict religious activities. But under the ages of
Chinese political upheaval, it eventually overwhelmed St. John's University (and all
Christianity Universities). Under the rule of the Communist Party of China in 1952,
the event "Colleges Merge" showed that the polices eradicated all (totally 13)
Christianity schools, and politically controlled manager for religious schools.
Whether in Shanghai or in Taipei are the same situations. The ROC government led
by Chinese Nationalist Party (KMT) continued their education policy in the period of
ruling Taiwan. It declared martial law and started to thirty-eight years of military
ruling. 16 The fear and suspicion of Nation to religious groups do not disappear
because of withdraw to Taiwan, religious groups are difficult to preach religion
through the established school. But alumni came to Taiwan, it highly-anticipated to
initiate recall, which makes Taiwan's Episcopal Church continually to play as a
negotiator role between religion and education.
Anglican Church in Taiwan before 1949 was founded by Japan Anglican Church,
Japan was defeated in World War II and the church member returned to Japan in 1945,
so the parishioners and alumni are together with the KMT back to Taiwan. The
members of Taiwan Anglican Church and alumni compare to Taiwanese people are
relative closer to KMT government. Lots of alumni worked for government agency
and stayed in the important positions. From 1949 to 1970, Vice President, Premier,
Minister of Finance, almost served by alumni (or their husband) are easy to gained
the trust from government. Religious groups must lay down their gesture, and
compromise with educational institutions, limitations policy and the needs for the
countries‘ economic development. Therefore it changed the original plan that
established elementary or middle school and industrial college. The politics deeply
influence Sin-pu college. In the first president Vivian Shun-wen Wu's efforts, she
restored the traditional of St. John‘s University in Shanghai, a nd implemented the
honor system, tutor system, and full member boarding system and so on. She tried to
16
Taiwan's martial law began in 1949 when the KMT government went to Taiwan and end in 1987, during the
38 years , all the freely assembly and association are forbidden, The freedom of speech were great harm.
26
foster students' personality and seen these systems as character education which are
rooted in religious philosophy in Shanghai. But because of the limit ed resources, the
impact of political and economic rationality in Taiwan, the effect in Sin -pu College is
greatly reduced, these personality education policies are not effective than military
education. Of course, this consequence is resulted from compromi sing to the political
forces, at the background that Taiwan society is ruled by martial law and adhered to
political rationality as the prerequisite that religious schools are eager to survival.
4.
Conflict and compromise between religious education and e conomic
On the dimension of conflict relationship between religion and the economy,
religious missionary activities, if it simply stays in the church or mission agencies
(such as overseas missionary), they don‘t have to worry the legitimacy of using the
funds. But if they apply to another institution - "school", it needs to have enough
reasons to convince religious groups and congregations to make their own money
into a non-missionary educational institution. This depending on how the school can
achieve the end of religious mission. In the beginning of St. John's University, the
sources of funds were provided by missionary home country through effective
persuasion, but education as a tool can accumulate worldly wealth. Through the
English education, this school can quickly accumulate school‘s prestige, attract more
talented and rich students into the campus, and expand the influence of religious
groups, but it also makes this school to become a tool to profit and strengthen the
secular values, violate to the principles of religion away from worldly wealth. Along
with the school's success, it attracted majority of students who are willing to study in
this school. The mission of St. John's University transferred to education itself ,
though the church felt scruples for donations from alumni, but the results of
aristocratic, the church can‘t afford the financial needs. Increasingly spending
dependent on sources of funding tuition and alumni donations, the proportion of
church funds is reduced, so that the school gradually achieved its independence and
inherent laws, but also let the school‘s management in thinking and acting led by
economic rationality. The principle of the
Hong Kong
December 29-31, 2014
HKICEPS
Hong Kong International Conference on Education, Psychology and Society
TISSS
The International Symposium on Social Sciences
HKICEPS
Hong Kong International Conference on Education, Psychology and Society
ISBN: 978-986-87417-3-7
TISSS
The International Symposium on Social Sciences
ISBN: 978-986-5654-02-3
Content
General Information for Conference Participants ................................................................ 5
International Committees ............................................................................................................. 7
International Committee of HKICEPS ............................................................................... 7
International Committee of TISSS ..................................................................................... 9
Conference Venue Information ................................................................................................. 10
Regal Airport Hotel Floor Plan (B1) ........................................................................................ 11
Conference Schedule ..................................................................................................................... 12
Special Thanks to Session Chairs .............................................................................................. 14
Social Sciences Keynote Speech ................................................................................................ 16
Oral Sessions- December 29 ..................................................................................................... 18
Education I ............................................................................................................................... 18
HKICEPS-3961 ............................................................................................................... 20
HKICEPS-3972 ............................................................................................................... 31
HKICEPS-3973 ............................................................................................................... 43
HKICEPS-3978 ............................................................................................................... 45
HKICEPS-4428 ............................................................................................................... 56
HKICEPS-4811 ............................................................................................................... 77
HKICEPS-3957 ............................................................................................................... 79
Society I/ Politics ................................................................................................................... 80
HKICEPS-4448 ............................................................................................................... 82
HKICEPS-4478 ............................................................................................................... 83
HKICEPS-4665 ............................................................................................................... 90
HKICEPS-4683 ............................................................................................................ 106
HKICEPS-4740 ............................................................................................................ 108
HKICEPS-4815 ............................................................................................................ 116
TISSS-4620 .................................................................................................................. 124
Education II........................................................................................................................... 159
HKICEPS-3988 ............................................................................................................ 161
HKICEPS-3991 ............................................................................................................ 170
HKICEPS-4385 ............................................................................................................ 179
HKICEPS-4389 ............................................................................................................ 180
HKICEPS-4486 ............................................................................................................ 194
HKICEPS-4452 ............................................................................................................ 206
Education III ......................................................................................................................... 217
HKICEPS-3909 ............................................................................................................ 219
HKICEPS-4383 ............................................................................................................ 220
1
HKICEPS-4402 ............................................................................................................ 235
HKICEPS-3872 ............................................................................................................ 243
HKICEPS-3944 ............................................................................................................ 254
HKICEPS-3950 ............................................................................................................ 310
HKICEPS-4771 ............................................................................................................ 325
Psychology I .......................................................................................................................... 327
HKICEPS-3946 ............................................................................................................ 329
HKICEPS-3977 ............................................................................................................ 330
HKICEPS-3995 ............................................................................................................ 342
HKICEPS-4403 ............................................................................................................ 348
HKICEPS-4409 ............................................................................................................ 357
HKICEPS-4803 ............................................................................................................ 366
Education IV ......................................................................................................................... 373
HKICEPS-4401 ............................................................................................................ 375
HKICEPS-4407 ............................................................................................................ 383
HKICEPS-4412 ............................................................................................................ 395
HKICEPS-4413 ............................................................................................................ 413
HKICEPS-4423 ............................................................................................................ 429
HKICEPS-4751 ............................................................................................................ 444
HKICEPS-4772 ............................................................................................................ 445
HKICEPS-4809 ............................................................................................................ 446
Oral Sessions- December 30 .................................................................................................. 462
Education V ........................................................................................................................... 462
HKICEPS-4436 ............................................................................................................ 464
HKICEPS-4439 ............................................................................................................ 471
HKICEPS-4440 ............................................................................................................ 481
HKICEPS-4471 ............................................................................................................ 491
HKICEPS-4758 ............................................................................................................ 496
Communication & Management .................................................................................... 507
TISSS-4432 .................................................................................................................. 509
TISSS-4578 .................................................................................................................. 511
TISSS-4561 .................................................................................................................. 518
TISSS-4456 .................................................................................................................. 528
TISSS-4556 .................................................................................................................. 532
HKICEPS-4408 ............................................................................................................ 545
Education VI ......................................................................................................................... 557
HKICEPS-3985 ............................................................................................................ 559
HKICEPS-4608 ............................................................................................................ 560
HKICEPS-4610 ............................................................................................................ 570
2
HKICEPS-4664 ............................................................................................................ 582
HKICEPS-4668 ............................................................................................................ 592
HKICEPS-4698 ............................................................................................................ 601
TISSS-4587 .................................................................................................................. 602
Society II ................................................................................................................................ 603
HKICEPS-4487 ............................................................................................................ 605
HKICEPS-4496 ............................................................................................................ 616
HKICEPS-4812 ............................................................................................................ 627
TISSS-4552 .................................................................................................................. 628
TISSS-4584 .................................................................................................................. 657
TISSS-4560 .................................................................................................................. 659
TISSS-4585 .................................................................................................................. 668
Education VII ........................................................................................................................ 681
HKICEPS-4690 ............................................................................................................ 682
HKICEPS-4707 ............................................................................................................ 685
HKICEPS-4718 ............................................................................................................ 686
HKICEPS-4719 ............................................................................................................ 688
HKICEPS-4732 ............................................................................................................ 694
HKICEPS-4799 ............................................................................................................ 703
Business & Economics ...................................................................................................... 713
TISSS-4550 .................................................................................................................. 714
TISSS-3959 .................................................................................................................. 715
TISSS-4471 .................................................................................................................. 724
TISSS-4457 .................................................................................................................. 725
TISSS-4568 .................................................................................................................. 727
Psychology II ........................................................................................................................ 740
HKICEPS-4387 ............................................................................................................ 741
HKICEPS-4419 ............................................................................................................ 748
HKICEPS-4420 ............................................................................................................ 749
TISSS-4563 .................................................................................................................. 756
TISSS-4558 .................................................................................................................. 768
Poster Sessions December 29 ............................................................................................... 792
Education/ Psychology/ Society/ Finance/ Economic/ Economic.................... 792
HKICEPS-3986 ............................................................................................................ 796
HKICEPS-4481 ............................................................................................................ 806
HKICEPS-4539 ............................................................................................................ 809
HKICEPS-3959 ............................................................................................................ 817
HKICEPS-4388 ............................................................................................................ 818
HKICEPS-4392 ............................................................................................................ 819
3
HKICEPS-4410 ............................................................................................................ 821
HKICEPS-4424 ............................................................................................................ 823
HKICEPS-4426 ............................................................................................................ 824
HKICEPS-4432 ............................................................................................................ 826
HKICEPS-4464 ............................................................................................................ 827
HKICEPS-4658 ............................................................................................................ 842
HKICEPS-4749 ............................................................................................................ 844
TISSS-4453 .................................................................................................................. 846
HKICEPS-3881 ............................................................................................................ 849
HKICEPS-4694 ............................................................................................................ 850
HKICEPS-4695 ............................................................................................................ 852
TISSS-4435 .................................................................................................................. 862
TISSS-4588 .................................................................................................................. 864
TISSS-4610 .................................................................................................................. 882
4
General Information for Conference Participants
Information and Registration
The Registration and Information Desk will be situated in the Regal Airport Hotel on
the basement floor, and will be open at the following times:
Monday, December 29 (8:30-16:30)
Tuesday, December 30 (8:30-16:00)
Organizer
Higher Education Forum (HEF)
Tel: + 886 2 2740 1498にwww.prohef.org
Parallel Sessions
Parallel Sessions will run on December 29 and 30, Oral Sessions are usually 90 minutes in
length; each presenter has 12-15 minutes.
Presentations and Equipment
All presentation rooms are equipped with a screen, an LCD projector, and a laptop computer
installed with Microsoft PowerPoint. You will be able to insert your USB flash drive into the
computer and double check your file in PowerPoint. We recommend that you bring two
copies the file in case of one fails. You may also link your own laptop to the provided
projector, however please ensure you have the requisite connector.
A Polite Request to All Participants
Participants are requested to arrive in a timely fashion for all addresses, whether to their own,
or to those of other presenters. Presenters are reminded that the time slots should be divided
fairly and equally between the number of presentations, and that they should not overrun.
The session chair is asked to assume this timekeeping role and summarize clarify key
important issues in each topic
5
Poster Sessions & Poster Requirements
Materials Provided by the Conference Organizer:
1. X-frame display & Base Fabric Canvases (60cm×160cm)
2. Adhesive Tapes or Clamps
Materials Prepared by the Presenters:
1. Home-made Poster(s)
2. Material: not limited, can be posted on the canvases
3. Size: 60cm*160cm
A 60cm*160cm Poster Illustrates
1.Wider than 60cm (left)
the research findings.
2.Copy of PowerPoint Slides in A4 papers (right)
6
International Committees
International Committee of HKICEPS
Abbas Gholtash, Faculty of Educational Sciences and Psychology, Marvdasht Branch,
Islamic Azad University
Adrian North, Psychology and Speech Pathology, Curtin University
Armin Mahmoudi, Department of Education, Academic Member University
Asrul Akmal Shafie, Discipline of Social & Administrative Pharmacy, University of Malaya
Awam Amkpa, Social and Cultural Analysis, New York University
Bishnu Mohan Dash, Department of Social Work, University of Delhi
Cai Su, Department of Education, Beijing Normal University
Channaveer Rachayya Mathapati, Davangere University, Department of Social Work
Debkumar Chakrabarti, Department of Design, Indian Institute of Technology Guwahati
Geoffrey I. Nwaka, Department of History, Abia State University
I Wayan Suyadnya, Department of Sociology, Brawijaya University
Laura B. Liu, Ed.D., Beijing Normal University's Center for Teacher Education Development
Leela Pradhan, Central Department of Education,Tribhuvan University Kathmandu
Lee Byung Hyuk, Department of Sociology, University of Seoul
Li-Ling Yang, School of Education, Roger Williams University
Lee, Yang,Department of Psychology, Gyeongsang National University
Haskins Laboratories, Yale University
Mahabbat Pernebaevna Ospanbaeva, Faculty of Education, Taraz State Pedagogical Institute
Khalachuchi Flores, Department of Social Work, Southwestern University
Md Abdul Jalil, Department of Social Work, Shahjalal University of Science & Technology
Mohamed Azmi Ahmad Hassali, Discipline of Social & Administrative Pharmacy,School of
Pharmaceutical Sciences, Universiti Sains Malaysia
Napaporn Srichanyachon, Language Institute, Bangkok University
Ö zlem AVCI, Departement of Sociology, Uşak University
Rajeshwari Nagaraj Kenchappanavar, Department of Psychology, Karnatak Arts College
Reyhan Bilgiç, Department of Psychology, Middle East Technical University
Rizwana Yousaf, Lecturer Sociology, University of Gujrat
Robert Evola, Department of Psychology, Université de Yaoundé
Sakina Riaz, Department of Social Work, University of Karachi
Subhan El Hafiz, Department of Psychology, Muhammadiyah University
Tirelo Modie-Moroka, Department of Social Work, University of Botswana
Ying Xing, School of Sociology, China University of Political Science and Law
7
Young-Ok Kim, Department of Early Childhood Education, Chonnam National University
8
International Committee of TISSS
Tan Khay Boon, SIM Global Education
Wei-Cyuan Chen,Feng Chia University
Peter Firkola, Hokkaido University
Sun G Kim, Daejeon University
Cathine Gilchrist Scott, G and H Educational and Research Foundation
Joseph Lau, The University of Hong Kong
Geoffrey K F Tso, City University of Hong Kong
Sun G Kim, Daejeon University
Sang-Hoon,Oh, College of Economics & Commerce
Wei-Tzer Huang, National Changhua University of Education
Jamie Halsall, University of Huddersfield
Azilawati, Nanyang Technological University
9
Conference Venue Information
Regal Airport Hotel
Address: 9 Cheong Tat Road, Hong Kong International Airport, Chek Lap Kok, Hong Kong
Tel:(852)2286-6285
The hotel provides superb and comfortable accommodations with 1,171 guest rooms as
well as state-of-the-art meeting and conference facilities, including Hong Kong's largest
pillar-less hotel grand ballTokyond 30 function venues. Additionally, the hotel features a
variety of authentic cuisines at its 6 restaurants and bars, and it has a complete range of
recreational facilities, including a luxurious spa, an outdoor pool and an indoor heated
swimming pool.
Transportation
Regal Airport Hotel is the only hotel connected directly to the passenger terminal of
Hong Kong International Airport by an enclosed, air-conditioned link bridge. Guests can
walk to the hotel from the airport in just 2 minutes.
Strategically located near extensive transportation networks, the hotel is just 24
minutes from downtown via the Airport Express line. Additionally, the SkyPlaza
integrated shopping and entertainment centre and the AsiaWorld-Expo convention
centre are both accessible by foot, and Hong Kong Disneyland is a short drive away.
10
Regal Airport Hotel Floor Plan (B1)
11
Conference Schedule
Monday, December 29, 2014
Oral Sessions
Time
Schedule
08:30-16:30 Registration
Education I
09:00-10:30
Society I/ Politics
10:30-11:00 Tea Break
Welcome Speech by Dr. Ricky Ng
11:00-11:20
Best Paper Award Presentation
Venue
Tokyo Suite
Wellington Suite
Social Sciences Keynote Speech: Jamie Halsall
11:20-12:30 Ethnic Segregation within Contemporary Britain's
Communities
Tokyo Suite
11:00-12:30 Education II
12:30-13:30 Lunch Time (1F, Grand Ballroom 1)
Education III
13:30-15:00
Psychology I
15:00-15:30 Tea Break
15:30-17:00 Education IV
Wellington Suite
Monday, December 29, 2014
Poster Sessions
Time
14:00-15:00
Information
Education/ Psychology/ Society/ Finance/ Economic
12
Tokyo Suite
Wellington Suite
Tokyo Suite
Tuesday, December 30, 2014
Oral Sessions
Time
08:30-16:00
09:00-10:30
10:30-11:00
11:00-12:30
12:30-13:30
13:30-15:00
15:00-15:30
15:30-17:00
Schedule
Registration
Education V
Communication & Management
Tea Break
Education VI
Society II
Lunch Time (GF, Berlin Suite)
Education VII
Business & Economics
Tea Break
Psychology II
Wednesday, December 31, 2014
Executive Committee Meeting
(Only executive committee)
13
Venue
Tokyo Suite
Wellington Suite
Tokyo Suite
Wellington Suite
Tokyo Suite
Wellington Suite
Tokyo Suite
Special Thanks to Session Chairs
Afshin Gharib
Dominican University of California
Kang Kwong Luke
Nanyang Technological University
Tong Seop Kim
Inha University
Maha Ellili-Cherif
Qatar University
Arabi N. S. Alqadi
Al Hussien Bin Talal University
PingPing Zhu
Nagoya University of Commerce & Business
Jyh-Jeng Wu
National United University
Huihui Li
Shenzhen Institutes of Advanced Technology
Tan Khay Boon
SIM Global Education
Triloksingh G Arora
Shri Ramdeobaba College of Engineering and
Management
Daniel Lo
Xian Jiaotong-Liverpool University
Seungkoo Kang
Korea National Open University
Li Jiang
Tuskegee University
Zachary Wong
Sonoma State University
Bok-Rae Kim
Andong National University
Tian-Bo Deng
Toho University
Mingchu Luo
Emporia State University
Wei-Bin Zhang
Wei-Bin Zhang
Young Hak Lee
Kyung Hee University
Marta Garrett
University of Mary Hardin-Baylor
14
K.N. Hui
Pusan National University
Tapany Patcharawit
Suranaree University of Technology
15
Social Sciences Keynote Speech
Tokyo Suite
2014/12/29 Monday 11:00-12:30
Ethnic Segregation within Contemporary Britain's Communities
Dr Jamie Halsall
Senior Lecturer in Social Sciences
School of Human and Health Sciences
The University of Huddersfield
Queensgate, Huddersfield, UK
Email: j.p.halsall@hud.ac.uk
Abstract:
The population of ethnic minorities in Britain has rapidly increased over the last 60 years.
The census count indicates that the ethnic population has grown from 3 million in 1991 to 4.6
million in 2001. Issues surrounding ethnic minorities have duly been concerned with
education, employment and housing. In 2001 civil unrest erupted in England‘s northern mill
towns. The inquiries concluded that white and British Asian communities were living parallel
lives. This was seen to be a failure within the communities and of social policy. Segregation
was cited as a contributory factor. Moreover, in 2005, Trevor Phillips, the chairman of the
Commission for Racial Equality, warned that Britain was sleepwalking into racial segregation,
with white, black and British Asian ghettos dividing cities. To tackle the segregation problem
central government introduced the community cohesion policy with the aim of developing a
better understanding of shared values between all origins of race, thereby celebrating
diversity within Britain. The aims of this research were to consider whether British Asian
communities are segregated and to examine the viability of current central government policy
in promoting and securing greater community cohesion. Oldham in Greater Manchester was
selected as the focus of the investigation.
Dr Jamie Halsall Bio:
Dr Jamie Halsall is a Senior Lecturer in Social Sciences in the School of Human and Health
16
Sciences at the University of Huddersfield, UK. His research interests lie in the field of
Sociology of Community. In November 2014 Jamie will co publish a book with Professor Ian
Cook and Professor Paresh Wankhade titled: ‗Sociability, Social Capital, and Community
Development: A Public Health Perspective.‘ This will be published by Springer Press. Jamie
is currently a Stream Co-ordinator at the British Sociological Association for the Social
Divisions/Social Identities.
17
Oral Sessions-– December 29
Education I
Tokyo Suite
2014/12/29 Monday 09:00-10:30
Session Chair: Afshin Gharib
HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A Case Study on
the Establishment of St. Johns University
Daniel Yu-hai Chen St. John's University
HKICEPS-3972
Impact of Deterrents on Effectiveness of Mandatory Continuing Professional Education
for Company Secretaries in India
Rajesh Walawalkar Academy of Human Resource Development
HKICEPS-3973
Expert Guests in the Classroom: A Comparison of Academic and Experiential Expert
Guest Lecturers in Introductory Psychology
Afshin Gharib Dominican University of California
William Phillips Dominican University of California
HKICEPS-3978
Development of Instructional Material Using Algebra as a Tool in Problem Solving
Myla Zenaida Cabrillas Torio Philippine Normal University
HKICEPS-4428
Unique Experience of Sub-degree Engineering Students under 3-3-4 Education Reform
in Hong Kong
Fong Ming-lun Alan City University of Hong Kong
Chan Chak-wa City University of Hong Kong
18
HKICEPS-4811
Recreating the Use of Think Tanks in Strategic Global Management Courses
Bob Barrett American Public University
HKICEPS-3957
An Exploratory Study on the Use of Blogs to Enhance Reflective Practice among
Distance Student Teachers
Matshidiso Joyce Taole University Of South Africa
19
HKICEPS-3961
Conflict and Compromise between Religion and Secular Education~ A
Case Study on the Establishment of St. Johns University
Daniel Yu-hai Chen(
)
St. John's University(Taiwan), 499,
Sec. 4, Tam King Road, Tamsui District, New Taipei City, 25135 Taiwan
E-mail address: daniel@mail.sju.edu.tw
Abstract
Sociologist Max Weber‘s ―Religious Rejections of the World and Their Directions",
clearly analyzed the essence of the conflict between religion and secular world. After
Christian missionaries entered Chinese world and established schools to spread their
doctrine, by varying of strength of the rulers, the controlling power to the schools are
differences. The article explores through Weber's view, looks at St. John's University
which set up from 1879 in Shanghai and re-founded in 1967 in Taiwan. The politics,
economics, and intellectuality in the forces of affecting the church will be elaborated
of how it influences the development of the schools.
Keywords: Christianity school, Religious Education, Max Weber, Holistic Education
1. Introduction
In 1970, there are three universities which have a church background in nine of all. In the rest
of the independent institutes and the colleges, there are five schools which have a church
background. Those are close to 10% of the church school which only 4% Christians in
Taiwan was undoubtedly the result of deliberately putting effort into education. St. John's
University, founded in 1967 (the original name "Sin-pu College"), is also one of these
"church schools." The school was set up by Bishop Wang who was the first Chinese bishop of
Taiwan Episcopal church. Initially it was founded by alumni of Shanghai St. John University
and St. Mary's Hall in Taiwan, they contact with church and request recalibration. Alumni
donates the land, and Taiwan Episcopal church co-ordinates funding and equipment to
establish the school. The name of the school specifically refers to the local name "Sin-pu
college" (St. John‘s and St. Mary‘s Institution Technology), and its name "St. John's
University" has been upgraded and changed several times till now.
However, there are twelve universities which have Christian backgrounds in Taiwan,
except seven comprehensive universities. The remaining five technical and
vocational schools are health care professional, or professional foreign as their
20
language teaching content. These content of medical and liberal arts are relatively
easy to attach Christian beliefs through their professional teaching. But St. John
University is the one and only technology professional school in Taiwan. Moreover,
the school is the only science and technology professional school in 124 Anglican
colleges and universities of the world. 1 The unique phenomenon shows the
particularity of time and space, the unusual religious background and historical
heritage of the school which prompt us to explore how these Taiwan's political and
economic environment interactively influence these schools.
German sociologist Max Weber in his theory ―Religious Rejections of the World and
Their Directions" analyzed clearly the essence of the conflict between religion and
secular world,
2
he said: ―Between Every prophet or savior religion and secular
order, there is a sharp and sustained tensions, the more redemptive religious
character has more intense tension…”. 3 Weber classifies worldly affairs as the
political, economic, and intellectual and so on. These areas will produce a
relationship of confrontation and conflict with religion. When religious groups
undertake a school, they are involves a secular value areas, such as the state
machinery, government decrees, funding requirements, the school administrative
operation, etc. In other words, because of the established o f educational institutions,
religion will shape conflict with the "worldly affairs".
1
Colleges and Universities of the Anglican Communion website(CUAC):
http://www.cuac.org/53810_53925_ENG_HTM.htm
2
Max Weber wrote
religions
to analysis the world economic ethics of various
he wrote‖Intermediate inspection~ Religious Rejections of the World and Their
Directions‖
3
Sociology of Religion
Max Weber
put forward questions to be analyzed
1989
p109
21
University established in the name of religion will make conflict and to seek
compromise in the field of both religion and secular educational institutions. Namely,
these phenomena presented in the course of three aspects: the religion and
intellectual, religion and political, as well as religion and economic. The following
table describes these three levels of conflict and compromise connotation.
2. Conflict and compromise between religious education and intellectual
First, in terms of the dimension of conflicts between religion and intellectual,
religious groups preach doctrines through educational institutions to contact with the
public, which is based on the similarity of the inner meaning of intellectual and
religious on the cognitive activity, especially in the characteristics of Anglican
theology. They stressed that the Bible, Reason and Tradition, known as the three
pillars, and therefore rational intellectual is not the barriers of religious converted,
but rather the part of the religious revelation connotations. Knowledge is beneficial
for religion in transformation. Religious groups use value -neutral intellectual
Intellectuality
Religion
Secular
Politics
Economic
塊 mystical religious experience.
塊Charisma dominant that
塊 the myth interpretation about
consistent with religion.
the world.
塊 pursuit universal consciousness
塊 divine admonition generated
compatriot relationships (love your
from witchcraft.
neighbor, humanity and enemies).
塊 exclude mystery, according
塊 pursuit power and to use
塊 non-object orientation,
with the logic of causal
violence as a means of intimidation
maximize the
knowledge.
legal-dominated.
塊 calculate things in interest
塊 demonstrable experience and
塊 established dehumanization
considerations, establishing
knowledge to pursue a coherent
relationships without concern
relationships based on the
sense.
personal connecting.
principle of supply and demand.
塊 away from worldly wealth.
塊 consider with fellow ethics,
pursuit compatriots love and
build relationships.
currency prices.
education to reduce people's resistance, and to affirm positively the value of
religious educational through obtaining the earthly riches. The US Episcopal
Church's missionary put considerable resources in China in order to build and
maintain educational institutions. In 1837, the United States Anglican mis sionary
William Jones Boone 4 came to China to participate in missionary work, till bishop
Schereschewsky Samuel Isaac Joseph Schereschewsky, 1831~1906
founded the St.
John's University in 1879. They all hope to contact Chinese people through education
and to reduce the missionary resistance. If the religious groups can interpret and link
4
Mei-mei Lin
2006
p106
22
to the knowledge sufficiently, and can grasp the development of educational
institutions, it mostly able to use knowledge as their own tools, but the educational
institution since its inception, it will develop its own rules of operation, pursuit
intellectual and organization of its conducive self -development. In 1881 Shanghai
businessman based on business considerations requests that the school provides
English education, 5 the intellectual obtains the status of moral language to link with
religion and students. It also brings prestige for church. In 1928, the S chool Board
independent from the Missionary. Gradually, the purpose of intellectual is no longer
connected to the religious inspiration. Education has also developed secular purposes
for themselves, education place of religion. Francis Lister Hawks Pott who served as
the President for 52 years said : "The education is purpose itself." 6 The schools
incline to the secular world, and continue to produce alumni to support its secular
values and secular interests acquired by alumni, followed through alumni in order to
serve as a director of the Board. 7As well as accepting alumni‘s donations to his alma
mater, to feedback the educational institutions themselves, this cycle will strengthen
the school's secular character and increase the conflict factor between religion and
education.
Religion grasps the world through revelation knowledge, but the purpose of school is
not to cultivate believers who surrender to the divine religion instructions from
Charisma leader. But it has the knowledge and skills to acquire earthly materials
professionals, which would touch the religious and intellectual conflict and sensitive
nerves, making religion and education gradually isolated. Francis Lister Hawks Pott
was trying to convince the church to accept the students' ―having the Christian spirit‖
instead of ―becoming a Christian‖, but in 1940 he admitted:" St. John's university is
the most expensive tuition school in China, it‘s unfortunate to making this school
only the rich man can enter, is contrary to the ideals of our mission ... ", 8 St. John's
university face the problem of filing (?)because Chinese government's restrictions on
education, and the church is unwilling to abandon their original intention of preach
gospel which let the church threatened to close schools instead of to see a Christian
school‘s existence without exerting their faith influence. 9 Religion must be
sacrificed intellectual rationality to defend value of religion, and this conflict is also
working on the founding process of Sin-pu college. In1965 , Bishop Wang carried the
heavy loading of task based on his personal education experience and beliefs, but
5
Edward Yihua Xu
6
Edward Yihua Xu 1999 p17
Yuehchi Shone, Wo Chou 2007
7
1999
p27
8
Feiya Tao, Peter Tze Ming Ng
9
Edward Yihua Xu
1999
p33
1998
p89
p146
23
Sin-pu needed huge capital and attention. That is not the church which members are
fewer than 1,500 people. Bishop Wang invested his time and energy, and
misappropriation 13 million NTD church‘s funds, 10 endangering the development of
the church, and resisting the proposed law which strengthen the importance of
education institutions, 11 and tried to reduce the negative impact from educational
institutions.
For the dimension of compromise between religion and intellectual , the inherent
laws formed after the birth of educational institutions, which will multiply itself and
prevent themselves from being eliminated. It makes the religions not only take
confrontation position to conflict, but also have to compromise with each other and
find the way for two parties to survive with total profit. For example, in 1931, St.
John's university could not accept the "Christian" deleted in its mission statement.
They are unwilling to compromise in order to obtain filing qualifications. The school
became the only one school which can‘t satisfy the qualification demand. Francis
Lister Hawks Pott hoped church to make a concession this time, even suggested that
"the pursuit and dissemination the light and truth" 12 becoming their school purpose.
Shanghai St. John & St. Mary schools abolished in 1952 result of dramatic political
changes. Alumni came to Taiwan and assumed to continue the life of alma mater.
They urged the church to handle complex school construct matters, led by the church,
and the recall of two schools can be made through the uniqu e religious sentiment and
religious figures whose acting is without counting the cost.
Due to the alumni of two schools influenced personally by Christian in schools
during the student days, they built up the personal trust to the church. Because
alumni association is not permanent organization, they not only need the Anglican
organization to handle, but also emphasize the continuity of tradition and win the
legitimacy of the fundraising to the global alumni. For the position of Taiwan
Episcopal Church, they did not have enough resources to establish a school. Through
the political and economic strength, the alumni put in opening up a stable missionary
field, religion and education. In this presentation it can be seen as a result of mutual
compromise and mutual advantage.
3.
Conflict and Compromise Between Religious Education and Politics
On the dimension of the conflicting relationship between religious education and
10
Data files of the St. John‘s University Board
1971,First semester School affairs meeting
(Feb, 3th,1972.)
11
12
Taiwan Episcopal Church Annual Conference
Edward Yihua Xu
1999
p146
24
8 th Annual Conference Record
p22
politics, once religious group wants to achieve their religious goals through
educational institutions, 13 they involve in the secular realm and strongly influence
by politics rationality, which is most significant in its secular power because they are
threatened by violence. Anglican shaped his denominational features in her special
historical background, but also created his characteristic which is good to achieve
religious benefit through political power. St. John's University and St. Mary's Hall
was founded under the protection of national force of American government and
international treaties. 14 The international political environment is conducive to
western missionary, the church also publicize western science and religion through
education. These created St. John's universities‘ success. But the political
environment around St. John's University was constantly changing: the school which
filed in USA must remain friendly but not being a contained relationship with
Chinese government, and the school consumes a lot of energy in the history of
school‘s 73 years which include five different regime patterns. Because of the
gradually rising nationalism and national self-awareness in China, and as
nation-states have similar religious functions, the Charisma national leaders always
been given "national savior, the world's great men.", Religion became c ontender for
nation, the political pressured strengthening on the control of religious schools, and
launched the " Anti-Christian Movement." 15 On the way, China government saw that
the church schools are inconsistent with national loyalties, so it formulate schools
that they may not use ―spread religion‖ as the founding purpose, and also restrict the
religious activities on campus, therefore, the conflicts between religion and politics
put on table
Although the effect of St. John's university missionary work is not idea l, but the
political rationality which threat by violence, challenges the bottom line of the
missionary goal of St. John's University, so that the school must declare his stand. At
this time, if school insists to against national country, they put their li fe on the
gambling table, otherwise, they have to compromise in their political environment.
13
Anglican Church is the Church of England, the sect's founding philosophy is not entirely based on
theological differences, but maintain the unity of United Kingdom, Anglican Church and spread to the
whole world, Anglicanism have the tradition of maintain a friendly relationship with the local
government
14
Wang Hiya Treaty (
)signed in 1844, the United States also have the rights to have trade in 5 ports,
but also adds another Treaty that Nanking Treaty did not allow, that construction the churches, hospitals and
graveyard , but also repeal the ban foreigners to learn Chinese.
15
1924 ~ 1925, Chinese people started the "Anti-Foreign people manager school movement‖, 1925 the
Ministry of Education set up ―foreign people donated law‖, principal shall be Chinese, the majority of the Board
shall be Chinese people, school purposes shall not be involved in religious slogans.
25
On the dimension of compromises relationship between religious education and
politics, Shanghai St. John's university is the latest school which filing to the Chi nese
government (1947). This school has accumulated considerable influence in Chinese
society after decades of development, and it also seen their religious beliefs‘
persistence. These strength are stronger than other Christian Universities that they
can compete with the Chinese political power. Because of the rising of Chinese
political power and nationalism, St. John's University ultimately surrenders to
political rationality under the influence of education policy, in order to filing and
subjecting various laws which restrict religious activities. But under the ages of
Chinese political upheaval, it eventually overwhelmed St. John's University (and all
Christianity Universities). Under the rule of the Communist Party of China in 1952,
the event "Colleges Merge" showed that the polices eradicated all (totally 13)
Christianity schools, and politically controlled manager for religious schools.
Whether in Shanghai or in Taipei are the same situations. The ROC government led
by Chinese Nationalist Party (KMT) continued their education policy in the period of
ruling Taiwan. It declared martial law and started to thirty-eight years of military
ruling. 16 The fear and suspicion of Nation to religious groups do not disappear
because of withdraw to Taiwan, religious groups are difficult to preach religion
through the established school. But alumni came to Taiwan, it highly-anticipated to
initiate recall, which makes Taiwan's Episcopal Church continually to play as a
negotiator role between religion and education.
Anglican Church in Taiwan before 1949 was founded by Japan Anglican Church,
Japan was defeated in World War II and the church member returned to Japan in 1945,
so the parishioners and alumni are together with the KMT back to Taiwan. The
members of Taiwan Anglican Church and alumni compare to Taiwanese people are
relative closer to KMT government. Lots of alumni worked for government agency
and stayed in the important positions. From 1949 to 1970, Vice President, Premier,
Minister of Finance, almost served by alumni (or their husband) are easy to gained
the trust from government. Religious groups must lay down their gesture, and
compromise with educational institutions, limitations policy and the needs for the
countries‘ economic development. Therefore it changed the original plan that
established elementary or middle school and industrial college. The politics deeply
influence Sin-pu college. In the first president Vivian Shun-wen Wu's efforts, she
restored the traditional of St. John‘s University in Shanghai, a nd implemented the
honor system, tutor system, and full member boarding system and so on. She tried to
16
Taiwan's martial law began in 1949 when the KMT government went to Taiwan and end in 1987, during the
38 years , all the freely assembly and association are forbidden, The freedom of speech were great harm.
26
foster students' personality and seen these systems as character education which are
rooted in religious philosophy in Shanghai. But because of the limit ed resources, the
impact of political and economic rationality in Taiwan, the effect in Sin -pu College is
greatly reduced, these personality education policies are not effective than military
education. Of course, this consequence is resulted from compromi sing to the political
forces, at the background that Taiwan society is ruled by martial law and adhered to
political rationality as the prerequisite that religious schools are eager to survival.
4.
Conflict and compromise between religious education and e conomic
On the dimension of conflict relationship between religion and the economy,
religious missionary activities, if it simply stays in the church or mission agencies
(such as overseas missionary), they don‘t have to worry the legitimacy of using the
funds. But if they apply to another institution - "school", it needs to have enough
reasons to convince religious groups and congregations to make their own money
into a non-missionary educational institution. This depending on how the school can
achieve the end of religious mission. In the beginning of St. John's University, the
sources of funds were provided by missionary home country through effective
persuasion, but education as a tool can accumulate worldly wealth. Through the
English education, this school can quickly accumulate school‘s prestige, attract more
talented and rich students into the campus, and expand the influence of religious
groups, but it also makes this school to become a tool to profit and strengthen the
secular values, violate to the principles of religion away from worldly wealth. Along
with the school's success, it attracted majority of students who are willing to study in
this school. The mission of St. John's University transferred to education itself ,
though the church felt scruples for donations from alumni, but the results of
aristocratic, the church can‘t afford the financial needs. Increasingly spending
dependent on sources of funding tuition and alumni donations, the proportion of
church funds is reduced, so that the school gradually achieved its independence and
inherent laws, but also let the school‘s management in thinking and acting led by
economic rationality. The principle of the