National Nihilism Research Articles

A perfect pair for the brilliant masterpiece, History of Chinese Medicine-in commemoration of the 130(th) and 140(th) anniversary of the birthday of distinguished modern medical historians, K. Chimin Wong and Wu Lien-teh respectively

It happens that 2019 is the commemoration date for the 130(th) and 140(th) birthday of K. Chimin Wong and Wu Lien-teh respectively, both famous modern Chinese medical historians, the authors of the book History of Chinese Medicine. Originally, they were inhabitants separated thousand miles away, the former in Eastern China, and the other in Penang, Malaysia. Both were busying in their own business works, Wong was specialized in establishing Museum of Medical History, then the first of its kind in China and the world, with splendid results. Whereas, Wu was fighting at the frontier of the overwhelming pneumonic plague in Manchuria, having successfully terminated this virulent infectious disease in a short period of about a quarter, achieving a global reputation in medical world and thus presided the International Plague Conference held in Mukden, China, attended by invited experts from 11 countries. The latter was also active in the creation of hospitals and medical schools, plague prevention and quarantine services in China. Incidentally, when one of them read the book History of Medicine written by the famous American medical historian Fielding Hudson Garrison, to find that this 700+ -page work only includes the contents for Chinese medicine next to nothing and even with wrong descriptions, both were very frustrated and wrote a letter to its author for clarification. They were even more irritated to receive a reply, complaining that the mistakes were not his own, but simply due to shortage of sources, and even that bit of content was from western sources! To wipe up these wrong "foreign descriptions" , they made up their mind to write a similar book of its own in English language, so as to fill up the gaps in this field, hence, the completion of History of Chinese Medicine in a long course of almost 16 years, formally published in 1932, and an enlarged and revised 2nd edition in 1936. This work is divided into 2 books. Book One is devoted to traditional Chines medicine written by K. Chimin Wong; the other Book Two, written by Wu Lien-teh, is devoted to modern and contemporary Chinese medical history, dealing with western medicine to China from its introduction and after experiencing tortuous course and eventually constituting an integral system on biomedicine in China. At the end of the work, there are appendices, including chronological table, geographical names, person names and subject indices. Evaluation of History of Chinese Medicine after 1949 experienced a huge difference. During the first decades, people deemed it to contain lots of mistakes and to have been influenced by national nihilism and western missionary medicine. As a result, the whole work has been roughly translated into a Chinese version, marked by "for criticism" on its cover. After the country carries out a reform and opening to outside world policy, improper appraisal for this work has been changed and is crowned with "brilliant masterpiece" which virtually fills the gaps of the lack of Chinese medical history in western language. It is known that a Chinese version for this work is ongoing and will be officially published soon.

Psychological support of students with national identity transformations

Abstract Introduction. The research of the development of national identity of student’s youth is important for a deeper understanding of the factors of psychological security preservation, stability of nations and psychological health of their representatives. The recent intensification of globalisation, integration and migration processes in the European space makes especially relevant the problem of development of positive national identity among its youth citizens and the correction of transformations in this process. Therefore, the development of effective psychological support of student’s youth with transformed national identity is necessary. Aim. The article aims at conducting theoretical and empirical research of transformed types of national identity among students of higher educational institutions displaying national hypoidentity (national nihilism), national indifference or national hyperidentity (national egoism, national isolationism, national fanaticism); as well as at developing and organising their psychological support. Material and methods. The study involved full-time first – fourth year students of higher education institutions from different regions of Ukraine who ensured the representativeness of sample. The age range of 17-21 to which the respondents belong is sensitive regarding the development of national identity. To reveal the type of students’ national identity, psychodiagnostic methods (“Types of ethnic identity” by G. Soldatova, S. Ryzhova) and methods of assessing the positivity and uncertainty of ethnic identity were applied (by A. Tatarko, N. Lebedeva), and methods of mathematical statistics were applied to assess the obtained data. Results. Empirical research of 309 students of higher educational institutions demonstrated that 53 students had the transformed types of national identity that required correction in the process of organised psychological support. After all, the transformations of national identity primarily threaten the psychological health of the personality. Discussion. Psychological support of students with national identity transformations (national hypoidentity, national indifference and national hyperidentity) should be directed towards the development of their positive national identity. To do this, such support should be organised separately for students with national hypoidentity and national indifference promoting the development of their positive attitude towards the representatives of their nation, and for students with national hyperidentity promoting the development of their tolerant attitude towards the representatives of other nations. Conclusion. Most students of higher educational institutions develop positive national identity (norm). A small number of students have deviations from the norm displaying the transformation of their national identity. The main purpose of psychological support of students with national identity transformations is the development of positive national identity.

Chinese Patriotism Education and historical nihilism - From broadcasting of 〈Hasang(河殤)〉 in 1988 to proclamation of 〈Forced patriotism education(愛國主義實施綱要)〉 in 1994 -

본고는 1988년 <하상>의 방영부터 1994년 <애국주의교육실시강요>가 선포되는 과정에 대한 논의를 통하여 중국정부가 애국주의교육을 실시한 원인과 애국주의교육에서 역사가 지배이데올로기 강화를 위하여 어떻게 활용되었는지 살펴보았다. 개혁개방 이후 1980년대 문화열이 일어났는데 가장 급진적인 개혁파는 전반서화론자였다. 전반서화론자들은 중국문명은 이미 요절하였으니 서구문명을 받아들여 완전히 개조해야 한다고 주장하고, 공유제는 중국에 맞지 않는다고 하며 사유제를 받아들여야 한다고 주장하였다. 전반서화론자들은 이러한 내용을 <하상>이란 제목의 다큐멘터리로 제작하여 1988년 6월 중국 CCTV에서 방영하였다. <하상>이 방영된 1년 후, 1989년 6월 4일 톈안먼 사건이 발생하였다. 톈안먼 사건이 발생한 이유가 <하상>이 주장한 전반서화론과 관련이 있다고 판단한 공산당은 <하상>에 대해 민족허무주의 또는 역사허무주의라고 비판하였다. 덩샤오핑과 장쩌민은 톈안먼 사건이 발생한 원인을 사상교육을 제대로 시키지 못한 것에서 찾았고, 애국주의교육을 강화하기 위하여 1994년 <애국주의교육실시강요>를 선포하였다. 이 시기 중국 애국주의교육의 특징은 기존의 국가와 당과 사회주의에 대한 사랑을 삼위일체로 보는 관점에서 더 나아가 국정과 근현대사에 대한 교육을 강화하고, 국가와 당에 대한 희생을 강조하며, 아동시기부터 세뇌교육시키며, 애국의 실천에 있어 지행일치를 강조한 것이다. 애국주의교육 중 고대사와 근현대사 교육을 강조하였다. 고대사 교육을 통하여 중국이 세계에서 가장 오래되고 위대한 문명임을 증명하여 민족적 자부심을 한껏 고양시키고자 하였다. 근대사 부분에서는 위대한 중국문명이 야만적인 서구 제국주의에 침탈당하였음을 강조함으로써 청소년들이 자기연민적 역사관을 갖도록 하였다. 그리고 이와 같은 절망에서 중국을 구한 것이 공산당임을 강조함로써 공산당의 지배를 정당한 것으로 인식하도록 하였다. 중국 공산당은 역사를 활용하여 지배이데올로기를 강화하였으나, 관 주도의 역사교육은 역사과잉을 낳게 되었고, 결국 많은 분노청년을 양산하게 되었다.This research investigated the cause of patriotism education of Chinese government and utilization of history in patriotism to reinforce dominant ideology through discussion over broadcasting of <Hasang> in 1988 and the process of proclamation of <Forced patriotism education> in 1994. Since reform and opening, Munhwayeol(文化熱) occurred in 1980s, and Jeonbanseohwaronja(全般西化論者), most radical reformers, insisted that Chinese civilization died young and must be completely reformed by accepting western civilization. Jeonbanseohwaronja produced a documentary, <Harang>, based on this content, and broadcasted it on Chinese CCTV in June, 1988. 1 year after broadcasting of 〈Hasang〉, Tiananmen massacre occurred on June 4, 1989. The Communist Party determined that the cause of Tiananmen massacre was Jeonbanseohwaron of <Hasang> and criticized <Hasang> for its national nihilism or historical nihilism. Deng Xiaoping and Jiang Zemin determined the cause of Tiananmen massacre was insufficient ideological education and proclaimed <Forced patriotism education> in 1994. During this period, the characteristic of Chinese patriotism education reinforced education of government administration and modern history, beyond the existing view of trinity of love for nation, party, and socialism, emphasizing sacrifice for the nation and the party, brainwashing since young, emphasizing consistency of knowledge and action for practice of patriotism. In respect of patriotism education, ancient history and modern history education was particularly emphasized. Also, they intended to enhance national pride by proving ancientness and excellence of Chinese civilization in the world through ancient history education. In modern history, they intended to boost adolescents to have self-pitying historical view by emphasizing the point that great Chinese civilization was plundered by savage western imperialism. Also, they made the adolescents acknowledge justification of domination of the Communist Party by emphasizing the point that the Communist Party saved China from such despair. Chinese Communist Party reinforced dominant ideology by utilizing history, however government-driven history education brought about excess history and young people of wrath, accordingly.

Литература как миф и гипертекст в „Бесконечном тупике” Дмитрия Галковского (к реконструкции историософской модели)

This article is devoted to reconstruction of the historiosophical concept in Dmitry Galkovsky's novel The Infinite Deadlock (Бесконечный тупик). The author pays particular attention to the criteria of historiosophy: mythologism, ambivalence of consciousness, hesychast tradition, eidetic language, a universal man (absolute personality). He highlights the demythological factor in Galkovsky's creative work, its cultural and national nihilism. The author analyzes the image of the main character's identity, who is capable of identifying himself, who is humiliated or ingenious. In passing, the author considers the idea of common history in which the eras which dialectically deny each other's coexistence.

위기감과 자부심 사이 : 북한 ‘민족문화’ 개념의 분화와 변화

This paper’s goal is to understand North Korea’s present-day nationalism in part by showing how North Korea regarded the “nation”(minjok) and “culture” through the changes in its concept of “national culture”(minjok munhwa). North Korean nationalism grew stronger amid international variables such as competition with South Korea, a sense of crisis and opposition towards the US, differentiation from arising China post-Cold War, and Third World solidarity. Although early on North Korea strongly viewed the “nation” and nationalism negatively and aimed for an anti-chauvinist “national culture,” it later broke with the Stalinist concept of “nation” emphasizing economic community, transitioning to a concept of “nation” which valued blood ties and culture and emphasizing this concretely with the expression “national culture.” This latter concept was divided into “national cultural heritages”(minjok munhwa yusan) and “national cultural arts”(minjok munhwa yesul) since the founding of the North Korean regime. That is, national cultural heritages of the past were to be well preserved and passed on to create national cultural arts, and exceptional national cultural arts were to become great national cultural heritages in the future. The political struggles in the late 1950s and 1960s also constituted a battle of concepts surrounding “national culture,” where in various revolutionary traditions were renounced and Kim Il-Sung’s anti-Japanese resistance experience privileged over the others. With Kim’s sole leadership over North Korea fully established in 1967, national nihilism and reactionarism were strongly criticized during the theorization of “national culture” until the 1970s. The holding of many international events in Pyeongyang during the 1970s and 1980s was the result of North Korea’s self-awareness and pride in taking a leading role in Third World solidarity. Domestic and foreign crises and the country’s solitary hard line stance in the aftermath of the Cold War solidified North Korean nationalism, and concepts such as the “Chosun people first ideology” and the “people of Kim Ilsung,” and “Taedonggang culture” were produced as strategies to unify the regime in this atmosphere. In sum, the term “national culture” was an affective mechanism to preserve and unite the country in the face of national crises as well as a bastion of its self-esteem demonstrating the country’s existence.

Радянський “міф заснування”: зміна віх у 1930-х роках

The author debates with the concept of the Soviet ideological turn (mid-30's) as a simple means of pre-war mobilization (David Brandenberger). The paper argues that in the 1930’s the Bolsheviks refused to «national nihilism» and mouved to the national Great position. First – within the «Soviet patriotism», then – according to the historical grand-narrative. This transition was caused by the need to involve in the process of modernization as wide population as possible, especially those who were not too inspired heroism «new era». The choice of historical figures and events of the past was dictated by the need to strengthen one-man rule of Stalin. Historians and artists, formed in the 1930's, took the leading role in science and in the creative unions in 1960-70's, which allowed the Soviet establishment to prevent the radical rejection of Stalin's legacy, to curtail the timid attempts to rethink the historical grand-narrative and to form among the so-called Russian party.

PEDAGOGICAL CONTENT THREE-FACTOR MODEL OF EDUCATING HIGH-SCHOOL STUDENTS FOR PROFESSIONAL ACTIVITIES

The aim of the presented publication is to discuss the changes in the practice of professional higher education which consist in strengthening and emphasis of an educational component in educational process. Methods. The methods involve the analysis of a condition of higher education and the provisions of the Federal Law on Education regulating its functioning in the Russian Federation; text-centered approach to education of the person of culture – the professional specialist, responsible for the activities. Results and scientific novelty. It states that some drawbacks of the existing present-day education organization are being constantly discussed by a pedagogical community of the Russian Federation: the absence of development stability; the absence of effective strategies and technologies of their implementation; the triumph of national nihilism confirmed by high schools and individual scientists participation in different foreign educational projects, usually having world notorious reputation; penetration of commercial principals in to an education system, the latter having been turned in to an education service, etc. As a result the personality quality itself has greatly deteriorated as well as Russia society intellect, on the whole, according to some law, psychological, philosophical and pedagogical analysis. The article stresses that the way out maybe found in restoring Russian national traditions and lost values and returning them to Russian education via adequate upbringing process. The authors describe their innovative model comprising three directions: 1) the integral three-factor spiritual, moral and intellectual upbringing of the students; 2) specially selected text content professional information using text-centered approach and 3) peculiar interaction of two education subjects: a student and a teacher. Their cooperation envisages the following stages: first, teacher’s strict guidance of a student; then – teacher’s soft support of a student; after this – teacher’s accompanying a student at a special request and, at last, – wise consulting a student if needed. In the long run, in the author’s opinion, this system should succeed in creating some special platform for student’s further self-upbringing and self-learning. The model described in the paper is considered on the example of the discipline «A foreign language in the professional sphere». The just described model was worked out for effective foreign language education process perceived as a part of professional high-school education. Due to this system, foreign language becomes a source of professionally demanded and personally valuable information. Practical significance. The model provided in the paper gives the chance to the student to be lifted to self-education level, to plan professional self-development and to build an individual trajectory of professional career.

The influence of the economy in the fight to save TCM in Republic of China

Influenced by national nihilism in modern times, many people do not recognize Traditional Chinese Medicine (TCM). Its economic value and social economic support played an important role in the victory of the fight for TCM in the period of the Republic of China. Meanwhile, the education, clinical practice and administration of TCM during the period of Republic of China were all under the constraint of economy. Analysis of the economy's impact on the development of TCM is of practical value. Related to the national economy and the people's livelihood, TCM could be considered both as an important component of national economy and as a state investment. Only when the relationship between TCM and social economy is emphasized and handled well, could the national health industry be rapidly developed.

Value changes in an era of social transformations: college‐educated Chinese youth

This paper addresses value changes that have occurred to college‐educated youth as China is going through drastic social transformations under Western influences. It explains how socio‐economic and cultural forces interplay within a particular historical and political context in bringing about such notable changes as individualism, materialism and moral crisis. Through exploring young people's perceptions of the relative status of China versus the West, represented by the USA, the paper reveals a collective inferiority complex and resulting dislocation of cultural identities, manifested as national nihilism and a magnified, empty patriotism. Conclusions are drawn on the importance of educating the younger generations with a sound knowledge of Chinese history, culture and traditional values, and a sensible perspective as regards Western civilization.

National Awakening and National Consciousness in Belarus

A frequent assertion about the recent events and pervasive mood in Belarus—the apparent efforts to reunite with Russia, the virtual denial of a Belarusian identity by a Russophone president, official nostalgia for the time of the former Soviet Union— is that national consciousness is somehow retarded or delayed, and national development is lagging considerably behind that of its neighboring states, Lithuania and Ukraine. This article seeks to address the question of national self-awareness in Belarus from three angles: those of demography, culture, and language. Was development of the republic in the Soviet period different from that of the other republics, and is that development responsible for what has been described as the “national nihilism” of today? Is that mood likely to change with a new generation of Belarusians? How far is President Alyaksander Lukashenka, the first president of Belarus, who was elected in July 1994, responsible for the present situation and how far is he a symptom of the notable lack of self-assertion of Belarusians?

Belarus: from Soviet rule to nuclear catastrophe

Acknowledgements - Note on Transliteration - Introduction - Soviet Rule: Repression and Urbanization - Language and Culture: National Nihilism? - The Contaminated Zone - Medical Consequences of a Nuclear Disaster - Perestroika and Independence - References - Index