Although I was not in the CDE course last year, the course I was in, Asian-American Cultural Studies (AACS) is similar to CDE in one aspect; although it takes the literary approach instead of the research one, it does focus on the distinct differences between American and Chinese society with regards to one finer aspect - culture of Asian-Americans. In the course, we learnt about how the American and Chinese, and henceforth, the Western and Eastern ways of parenting, marriage, gastronomy, perceptions, et cetera, differs, and in the CDE course that I would be starting on this year, I hope that the delves into things from Presidential campaigns to women in Qing China would help me to gain a more wholesome and balanced insight on the fascinating societies of Uncle Sam and the Oriental Dragon.
In the first CDE lesson, we were introduced to what CDE was all about; we were shown a video that covers some of the various cultural differences across the globe, ranging from taking a bow in Japan to parking with the French. This carries not only entertainment value, but also a reminder that as globalised citizens in an increasing homogenised world, we must stay aware of the different cultures of different people in order to remain competitive. With the advancement of travel and telecommunications technology, multi-national corporations are the headstrong current in business, catering their wares and services to markets and customers in culturally diverse societies around the globe. This showcases the necessity of the Cultural Quotient assessment test that we took later on; after we graduate, in order to be attractive to multi-national corporations, we have to learn to develop a cultural sensitivity and awareness as likely we would be required to interact frequently with members of diverse racial, ethnic and cultural groups.
The syllabus that CDE would be covering also spurred my interest - as Bicultural Special Program (BSP) students, we are expected to develop an aptitude for both Eastern and Western culture, China and America in this case, and pick up on the best of both cultures. CDE is certainly promising in this aspect, with focus on case studies regarding the education, society, politics, etc, of America and China. The first case study, about China's Me Generation and the 2008 American Presidential Elections, already showcases its worth, as its topics are contemporary ones that we can relate to. China's Me Generation of the 1980s have been described as politically apathetic, but yet they are ready to fight for what they rightfully deserve when those were violated, and the buzzword of the 2008 American Presidential Elections - change - had shown a desire for openness and change in the American populace regarding matters such as homosexuality, tax and health reform, et cetera. After reading through the linked articles and videos, I certainly look forward to discuss the topic in class.
Last of all, the assessment structure of CDE is no longer the same as other subjects, where the knowledge that students have acquired over the term is measured in one or two standardised tests; instead, in CDE, we learn through enriching classroom discussions, giving presentations, and doing personal research, and are graded using a range of tasks, including reflective journals, individual presentations, research papers, et cetera. Personally, I feel that this method is better in gauging a student's performance, as it allows for maximum flexibility to let the students explore their interests and passion, in the meantime not denying them their 'A' based simply on one or two tests.
All in all, I am CERTAINLY anticipating the engaging CDE lessons in the term ahead!
In the first CDE lesson, we were introduced to what CDE was all about; we were shown a video that covers some of the various cultural differences across the globe, ranging from taking a bow in Japan to parking with the French. This carries not only entertainment value, but also a reminder that as globalised citizens in an increasing homogenised world, we must stay aware of the different cultures of different people in order to remain competitive. With the advancement of travel and telecommunications technology, multi-national corporations are the headstrong current in business, catering their wares and services to markets and customers in culturally diverse societies around the globe. This showcases the necessity of the Cultural Quotient assessment test that we took later on; after we graduate, in order to be attractive to multi-national corporations, we have to learn to develop a cultural sensitivity and awareness as likely we would be required to interact frequently with members of diverse racial, ethnic and cultural groups.
The syllabus that CDE would be covering also spurred my interest - as Bicultural Special Program (BSP) students, we are expected to develop an aptitude for both Eastern and Western culture, China and America in this case, and pick up on the best of both cultures. CDE is certainly promising in this aspect, with focus on case studies regarding the education, society, politics, etc, of America and China. The first case study, about China's Me Generation and the 2008 American Presidential Elections, already showcases its worth, as its topics are contemporary ones that we can relate to. China's Me Generation of the 1980s have been described as politically apathetic, but yet they are ready to fight for what they rightfully deserve when those were violated, and the buzzword of the 2008 American Presidential Elections - change - had shown a desire for openness and change in the American populace regarding matters such as homosexuality, tax and health reform, et cetera. After reading through the linked articles and videos, I certainly look forward to discuss the topic in class.
Last of all, the assessment structure of CDE is no longer the same as other subjects, where the knowledge that students have acquired over the term is measured in one or two standardised tests; instead, in CDE, we learn through enriching classroom discussions, giving presentations, and doing personal research, and are graded using a range of tasks, including reflective journals, individual presentations, research papers, et cetera. Personally, I feel that this method is better in gauging a student's performance, as it allows for maximum flexibility to let the students explore their interests and passion, in the meantime not denying them their 'A' based simply on one or two tests.
All in all, I am CERTAINLY anticipating the engaging CDE lessons in the term ahead!
