The Sinophone in the mirror

The paper focuses on describing different language techniques exploited in contemporary Chinese poetry of both “intellectual” ( zhishifenzi ) and “popular” ( minjian ) camps. Six works are analyzed in-depth to show the textual mechanics behind contemporary poets’ paratexts and their linguistic exploration. Both the “intellectuals” and “popular” poets share a vision of poetic text as a “sublimation” of the ordinary, however in actual practice they rely on the notion of a deviant textual substance that constitutes the very core of the poetic. Their pursuit for metalinguistic reflection leads contemporary poets to a fusion type of text blending the linguistic phenomena of traditional Chinese verse and Western modernism’s linguistic experimentation. They borrow traditional techniques such as parallelism, elliptical constructions, and nontrivial semantic links created through language phonographics to create connections with classical images and the tradition of 20th century Chinese “new poetry” while simultaneously accommodating Western ideas about language.

In contemporary Western moral philosophy literature that discusses the Chinese ethical tradition, it is a commonplace practice to use the Chinese term daode 道德 as a technical translation of the English term moral. The present study provides some empirical evidence showing a discrepancy between the terms moral and daode. There is a much more pronounced difference between prototypically immoral and prototypically uncultured behaviors in English (USA) than between prototypically bu daode 不道德 and prototypically bu wenming 不文明 behaviors in Mandarin Chinese (Mainland China). If the Western concept of immorality is defined in contraposition to things that are matters of etiquette or conventional norms and thus tied to a more or less tangible moral/conventional distinction, then we are dealing with a different structure in Mandarin Chinese—the prototypically bu daode and bu wenming behaviors seem to largely overlap. We also discuss whether bu lunli 不倫理 and bu hefa 不合法 can be considered adequate candidates for translation of immorality and we answer in the negative.

This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li (normative behaviours) necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao (Way) to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated by the ethical quality of ren (humanity) that testifies to one's moral character. Two educational implications arising from a Confucian conception of critical thinking are highlighted. First, the Confucian interpretation presented in this essay challenges the perception that critical thinking is absent from or culturally incompatible with Chinese traditions. Secondly, such a conception advocates viewing critical thinking as a form of judgement that is action-oriented, spiritual, ethical and interpersonal.

Currently there is a demand for specialists with developed soft skills which is due to relevant economic situation, increasing information flows and dynamic processes in the professional environment, as well as employers’ requirements. Thus, high quality education for future university graduates with universal competencies that can be useful in many life situations is required. The purpose of the article is to explain the need for soft skills development in course of foreign language instruction as one of the conditions for professional training enhancement. Soft skills are a complex phenomenon that includes four categories. The category under study is focused on thinking skills, which, in turn, are related to different types of effective thinking: analytical, logical, critical, systemic, creative, structural, project, tactical and strategic thinking, as well as information search and analysis, decision making. The authors of the article consider the technology of critical thinking development through reading as an effective means of soft skills development at bachelor students’ of various areas of training. Testing assessment demonstrated that most students’ critical thinking performance is at low level. Thinking skills under discussion were improved by means of reading authentic texts and doing exercises of various types: instruction, reconstruction, search. Teaching experiment confirmed the hypothesis that process of soft skills development should be effective if purposeful and consistent work is carried out to form bachelor students’ critical thinking skills in course of foreign language instruction at the university.

This chapter considers the development of critical thinking education in China. On the one hand, progress in critical thinking education in China has been made since the late 1990s, including textbooks, courses, articles, projects, conferences, etc. On the other hand, the development in reality is sluggish, difficult, and with undesirable “Chinese characteristics.” In our analysis, the most important factors underlying the problems are not traditional Chinese collectivism or difficulties in teaching Chinese students. We argue instead that the main resistance comes from the uncritical cognitive dispositions in the Chinese tradition and the materialistic values of modern Chinese society. Based on this understanding, we outline a strategy for achieving progress and steering critical thinking education to a better and faster track.

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

This study aims to find the relationship between students of translation studies’ Critical Thinking Ability and the quality of translation of prose text. To this end, a Ricketts Critical Thinking Ability questionnaire (2003) which contained 33 items and some paragraphs of Mrs Dalloway novel by Virginia Woolf, which is literary text, were given to the 60 MA students of translation study at Fars Science and Research Azad University. The students’ translation corrected based on Vinay and Darbelnet’s model. The obtained data were analyzed by using SPSS software and the correlation between Critical Thinking ability and Translation Quality Scores found to be .320 and significant at .013. Thus the results indicated that there was a relationship between Critical Thinking Ability of translators and their translation quality of literary text.

This thesis examines the relationship between auto/biographical art-writing and subjectivity by analysing the work of contemporary writers and poets. I frame art-writing as a psychophysical process that generates an erotic response to artwork. Through this framing, I develop an ethics of auto/biographical art-writing drawing from models of subjectivity that follow a relational ontology. I turn to feminist theories of affect and psychoanalysis as critical methodologies to invent an exploration of subjectivity catalyzed by the process of auto/biographical art-writing. For affect theory, I am mainly informed by philosopher and social-political theorist Teresa Brennan’s conceptualisation of affect as the physical transmission of energy between individuals and groups. The main psychoanalytic framework I employ draws from psychoanalyst, artist and theorist Bracha L. Ettinger’s conceptualisation of a Matrixial psychoanalysis that highlights the ‘nonconscious’ dimension of affect and aesthetics, amongst other important psychoanalytic developments. For the term ‘auto/biography’ I turn to feminist philosopher Adriana Cavarero, who proposes that the individual is essentially relational, co-affected and achieves temporary unity through hearing their life-story narrated by an other person. For the purposes of this research, auto/biographical narratives illustrate the singularity and uniqueness of the encounter between the artwork and the storyteller. I argue that personal memory and nonconscious activity create the conditions for an erotic response to an artwork’s ethical demand for what Teresa Brennan calls ‘living attention.’ That is, the dynamic exchange of affects and energy whose economy is primarily nonconscious, life-driven (Eros), and imprints subjectivity at the start of psychic life (pre-natal). By combining the theoretical advances of these three authors, I formulate a distinct model of relating to aesthetic experience and ensuing auto/biographical art-writing which I term erotic responsiveness. Following an analysis of writing by authors who employ auto/biographical methodologies to convey their aesthetic experiences, this research develops a broader framework for contemporary critical thinking about personal narratives, their uses in art-writing, and how they inform subjectivity.

Duration, Pitch, and Loudness in Kunqu Opera Stage Speech

On average in the United States, older adults outlive their ability to drive by seven years. Having safe, affordable and accessible alternative transportation options is critical to supporting the well-being of older adults and their ability to age in community. This symposium will provide evidence for utilizing community-engaged research strategies with diverse populations to identify the opportunities and barriers for the development and utilization of alternative transportation. The presentations will include up-to-date examples of innovative alternative transportation solutions and evaluation data. The first presentation will illustrate how community-based participatory research (CBPR) strategies were used to develop, use and evaluate alternative transportation options including walking, biking, fixed route busing, senior circulator, ride sharing and transit training in an age-friendly community. Data were collected through mapping the built environment, an electronic daily transportation diary app called “MyAmble” on tablets, walk audits and focus groups. The second presentation uses an environmental justice (EJ) framework to present the findings of a qualitative interpretive meta-synthesis (QIMS) about older adults’ experiences with outdoor spaces and buildings and transportation as part of the World Health Organization’s age-friendly network assessment. The third paper explores the barriers and facilitators of transportation among diverse older adults (English, Nepali, Khmer, Somali, Russian and Mandarin Chinese) using Rapid and Rigorous Qualitative Data Analysis (RADaR) technique. The final paper examines the challenges of rural transportation services supported by senior centers. The symposium will conclude with a critical reflection on the empirical contributions needed to advance scholarship on alternative transportation for older adults.

This research aims to develop the Hanyu Shuiping Ceshi (HNC) as a standardized assessment tool for evaluating Mandarin language skills among UNESA students. Using the Research and Development (R&D) approach, the study was conducted in three evaluation phases: one-to-one, small group, and field testing. Results demonstrated that the HNC instrument achieved high content and construct validity, with average CVR scores of 0.90 for Level 1 and 0.88 for Level 2. Reliability was confirmed through Cronbach's alpha values exceeding 0.80. The results further revealed that HNC Levels 1 and 2 effectively measure basic to early intermediate Mandarin proficiency. The inclusion of contextualized test items enhanced critical thinking and communication skills applicable to real-world scenarios. Recommendations for further development include introducing interactive questions and expanding the instrument to Level 3 to facilitate a progressive and comprehensive learning experience. Overall, the HNC is a reliable tool for assessing academic achievement while fostering practical language competencies relevant to professional demands.

Critical thinking skills are a vital component of 21st-century education, particularly in mastering foreign languages such as Mandarin. However, students at Senior and Vocational High Schools in Meranti Regency show a low level of critical thinking, which is suspected to be associated with weak habits of mind and low self-efficacy. This study aims to examine the influence of habits of mind, self-efficacy, and Right View from Buddhist teachings on students’ critical thinking in Mandarin language learning. This study employed a quantitative approach with a correlational design. A total of 150 high school/vocational school students were selected as the research sample using stratified random sampling techniques. The instrument used was a questionnaire that had been tested for validity and reliability. Data were analyzed using multiple linear regression to determine the extent of the influence of the independent variables on the dependent variable, both partially and simultaneously. The results indicate that habits of mind, self-efficacy, and Right View each have a positive and significant partial effect on students’ critical thinking. Simultaneously, these three variables contributed 61.1% to the development of critical thinking skills. These findings highlight the importance of cultivating positive thinking habits and self-belief among students during the Mandarin learning process. Therefore, teachers are encouraged to incorporate strategies that strengthen these aspects to foster students who are both critical and reflective thinkers.

The article discusses the importance of improving writing skills along with the development of critical thinking. Despite significant achievements in this area, the study of critical thinking and its individual aspects as a complex phenomenon, as a necessary component of the process of improving writing skills, remains relevant. The interest in this topic will not diminish. The aim of the article is to substantiate the necessity of a comprehensive approach to writing skills improvement, that should be based on the simultaneous development of both writing skills and critical thinking skills for higher education students; to describe teaching techniques and technologies effective for the development of writing in a foreign language using critical thinking skills. The process of developing critical thinking takes place within the framework of improving discourse competence (coherence and cohesion), one of the four components (grammatical, sociolinguistic, discourse, strategic) defined as parts of the general communicative competence. Discourse competence can be improved when the development and strengthening of the grammatical competence component (words and rules) have already been completed. As the work on improving writing skills in foreign language classes for higher education students is supposed to adopt a holistic and comprehensive approach the Complex for improving writing skills is offered. The main requirements for the Complex for improving writing skills are as follows: grammatical competence (words and rules) is supposed to be basically formed; critical thinking skills should correspond to the accompanying mental operations; it is mandatory to work on words and phrases that enable logical transitions between between pieces of information in narration ; it is mandatory to work on techniques that train emotional control, the ability to communicate effectively under pressure while maintaining neutrality; and the development of cooperation skills and self-organization with the use of digital tools is essential. A detailed list of technics is offered that are parts of the Complex for Improving Writing Skills, which consists of 3 stages (1) accumulation of information from various sources; 2) research/processing of information (comparison, analysis, evaluation, ordering; sorting; testing different points of view, different possibilities and justification); 3) conclusion, recognition and analysis of errors, decision-making). The Complex for Improving Writing Skills aligns with the core requirements for fostering critical thinking while enhancing communicative competence in foreign language classes at higher education institutions.

Among the skills that modern people need for self-realization there are creativity, critical thinking, communication with people, working with information, computer literacy, striving for self-improvement, flexibility, openness to innovations. To navigate the turbulent flow of information, each individual needs developed critical thinking. Critical thinking skills should be developed and refined right from the school desk, from the early school age. Children are open to innovations. These qualities should be used to their maximum potential in the educational process. The article presents separate methods for the development of critical thinking, which a primary school teacher can use in teaching process of the subject "I am in the World". Specific examples of using the Aquarium methods are presented: "Fish bone", "Six hats" and others at the lessons in the 3rd form of comprehensive schools. The emphasis is made on the importance of students’ critical thinking, which promotes orientation towards success in activity, self-realization and self-development. Mastering the strategies of critical thinking development is considered as an important task of educational systems in many countries of the world, including Ukraine. Critical thinking is a complex and multifaceted phenomenon. Facilitating its development in students requires a teacher of high professionalism. In this situation attention should be paid to the systematic and thorough study of the theory and methodology of teaching, the experience of using various strategies of other teachers, methodologists, accumulation of their own experience. There are a lot of methods for the development of critical thinking. Each of them has its own specifics, structure, stages (although it is not forbidden to make certain adjustments, taking into account the age of pupils, the studied subject). Proper use of such methods in the course "I am in the World”, which is interdisciplinary and shapes the outlook of students, will help the primary school teacher to teach children to think independently, to see and evaluate the problem, to look for several possible solutions, to make decisions and to interact effectively with others.

This research focuses on fostering critical thinking skills in geography education through an authentic assessment model with a field lab approach. This research was used as a case study at Siliwangi University. Critical thinking is essential in geography education because it empowers students to analyze complex spatial phenomena, make decisions, and contribute effectively to society. This research answers the need for innovative assessment methods that are in line with the importance of critical thinking in geography education. This research method focuses on developing critical thinking skills through an authentic assessment approach using field laboratory methods. This research uses an experimental research design by applying quasi-experimental methods in a geography learning environment. The approach used is a qualitative approach to analyze the impact of authentic assessment models on the development of students’ critical thinking skills. Findings study shows that the application of an authentic assessment model with a field-lab approach in geography education has shown promising results in improving students’ critical thinking abilities. This authentic assessment model allows students to be actively involved in the learning process and apply their knowledge and skills in real-world contexts.