Residential College and Its Culture Versus General Education

By Haydn Chen, President (2004.8-2012.8), Tunghai University, Taichung, Taiwan

January 2009

Chief Strategy Officer (2017.8 - present), National Yang Ming Chiao Tung University, Taiwan

Preface

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In the past several decades, universities on both sides of the Taiwan Strait and in the United States have felt that universities have become too large in scale, and the education system has become increasingly bureaucratic, losing flexibility. The interaction between teachers and students has become more distant. Overly specialized learning and excessively technically-oriented learning objectives continually force universities to reflect on what a university is and what learning entails.

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In the case of Taiwan, since the 1990s, there has been an advocacy for general education (not synonymous with liberal arts education, which will be discussed later) that has sparked enthusiastic responses. Today, there is a movement towards promoting small-scale college learning to address the issues that current university education must confront. This is definitely a positive development.

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Regardless of whether it is general education or the liberal arts education, Tunghai University (東海大學) located in Taichung, Taiwan, has developed this form of education context earlier and gained insightful experience. In this article I will share the Tunghai University's development experience and my personal insights with the academic community.

The Philosophy of College Learning

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Looking back and drawing inspiration from Western experiences, whether it be the colleges of Oxford and Cambridge in the United Kingdom or the liberal arts colleges in the United States (generally with a principle of not exceeding two thousand students, a concept unfamiliar to universities on both sides of the Taiwan Strait), the core educational philosophy is “life learning”. In these institutions, all college students must reside on campus, engaging in various courses and activities as part of their learning. College mentors play a crucial role, with their roles evolving from early inspirational figures to the present—especially in American liberal arts education, where they primarily guide students in asking questions and assist in problem-solving rather than leading or instructing. Living and learning together, both students and mentors contribute to each other's growth, aiming for an ideal state of mutual enrichment. This style of collegiate learning is closely related to the Christian concept of life learning. Whether at Oxford, Cambridge, or American liberal arts colleges, there is a strong connection with Christianity, especially the lifestyle of Protestantism—a close association with the desire for worldly involvement. This forms the spiritual cornerstone of Tunghai University's education.

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Tunghai University’s College of Liberal Arts (東海博雅書院) as an Example - Not Necessarily the Most Successful, but Deeply Experienced

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The promotion of collegiate learning across the Taiwan Strait has distinct characteristics. Whether it's the Tsing Hua College at National Tsing Hua University, the College of Social Sciences at National Cheng Chi University, the Tzu-Ching College at National Chung Cheng University, or the Yuan Pei College at Peking University, the Zhide, Tengfei, Keqing, and Renzhong Colleges at Fudan University in Shanghai, and even the various colleges influenced by British colleges at the Chinese University of Hong Kong, such as Chung Chi, New Asia, United, and Shaw, each has its unique features. Some emphasize general (or comprehensive) education, while others focus on elite education. Colleges on both sides of the Taiwan Strait should engage in positive exchange of educational ideas and mutual observation of operational effectiveness. This article briefly shares the philosophy of collegiate learning using Tunghai University's College of Liberal Arts as an example.

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When Tunghai University was founded in 1955, it was already a university dedicated to liberal arts education (博雅教育), emphasizing close interaction between faculty and students (Human Touches) and the spirit of free learning (Free person in Knowledge). This encouraged students to cross departments for elective courses or easily transfer between departments. Tunghai University implemented four learning methods to practice this philosophy: general education (now known as liberal education), small-class teaching, residential learning, and particularly followed the example of Berea College in promoting labor education, including community practices through the establishment of work camps etc.. This approach aligns with the current concept of service learning. Being a free person in knowledge does not mean indulgent learning but is an eager pursuit of knowledge to understand the principles behind the creation of the universe by God and, in turn, to serve God with all one's heart and soul. Even for non-Christian college students, in the process of free learning guided by college mentors, understanding the meaning of ultimate values is essential. In the pursuit of these values, one should freely seek knowledge without indulgence or disorder.

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Over the years since its inception, Tunghai University has expanded nearly 20 times from a small Liberal Arts University of less than 1000 students to a comprehensive university of over 16,000 students. In 2008, Tunghai University established the College of Liberal Arts (博雅書院), a residential college of approximately 100 student per cohort with living and learning schemes, to restore and innovate the idealism of the university's founding period—the pursuit and practice of liberal arts education. After fifty-three years of reflection on the current problems in university education across the Taiwan Strait, this endeavor is considered precious and thought-provoking. Alumni from various years, cherishing the influence of liberal arts education, generously supported the establishment of the College of Liberal Arts.

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The funding for Tunghai University's College of Liberal Arts relies primarily on fundraising, coming not only from alumni but also actively seeking donations from business people and prominent figures in society. The funds for the college are clearly distinguished from the regular tuition fees to ensure fairness. However, any courses and activities designed by the college are made as open as possible to the entire university, actively promoting university-wide liberal arts education.

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Currently, the College of Liberal Arts (referred to as the College heretofore) operates through planned initiatives, with an office responsible for execution. However, the ultimate goal is towards sustainable operation. Whether through planning or future formal organization, the college must have the long-term ability to fundraise. Only then, free from the financial limitations of tuition fees, can the College consistently adhere to its ideals. The College must not sustain itself for the sake of the organization; sustainability should be for the ideals of the College, not the individuals or organizations within it. This tradition of fundraising must continue from now on, and fortunately, Tunghai University's College of Liberal Arts has had an excellent start. Simultaneously, the office staff not only motivate each other but also inspire the college students. Being a College student is to be a missionary practicing liberal arts education, not merely a beneficiary. It is an obligation, not a privilege.

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For every ten College students, there is one College mentor, assisting and guiding students in participating in various college courses, activities, and life learning. College mentors are the core of the College and the key to the success or failure of the College's ideals. College mentors not only need to care about the students' course learning but also assist in their daily life learning, including cultivating a refined attitude towards life and a balanced attitude towards etiquette. Moreover, the College encourages its students to interact with visiting lecturers, alumni, and guest speakers. The College experience is not about manufacturing professional knowledge but cultivating an attitude of life with humanities literacy. The College expects that through close mentor-student interaction and good interaction with various faculty members, the ideal of mutual enrichment can be achieved.

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Hardware Planning of College Learning and Possible Challenges

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In my personal perspective, College learning should revolve around the ideals of liberal arts education—emphasizing the importance of free learning and the pursuit of mutual enrichment in teacher-student interactions. This is a concept of lifelong learning that should not be limited to undergraduate education but should extend downward to basic education and upward to research education or adult education. The principles of active learning, problem-solving orientation, and benevolent interaction with others should become a way of life.

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College learning should not only focus on general education to balance the excessive development of specialized education but should also prioritize small-class teaching, residential learning, and service learning. All these components are indispensable. College learning is a form of life learning, encompassing not only comprehensive education in knowledge but also the application of knowledge acquired through practical experiences in daily life. Therefore, College learning must create a relaxed, simple, and aesthetically pleasing living environment. Dormitories are not just places for sleeping; they are crucial spaces for life learning. Unfortunately, with the excessive development of instrumental tools, dormitories have become mere places for sleeping and internet use, leading to a significant distance between students and between students and teachers.

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College learning needs to effectively create a living and learning environment in dormitories. There should be dedicated spaces for College activities, allowing College students to study comfortably in their dormitories without being messy. In these exclusive spaces, various relaxed, interesting, yet profound activities such as gatherings, tea parties, or salons can take place. Activities related to moral training can also be organized, like the six arts activity promoted by our college, such as the British dart-throwing, aiming to cultivate the concentration ability of college students. At the same time, these activities should be geared towards the ideal of student self-governance. It is not a pre-planned learning environment but a living and learning space co-created by College students and mentors. Only through this approach can there be a practical significance and strength in the practice of self-care.

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In terms of challenges, one potential obstacle is the tendency towards excessive specialization, which might undermine the balance with general education. Additionally, the instrumentalization of education may hinder the creation of a relaxed and aesthetically pleasing living environment in dormitories. Overcoming these challenges requires a continuous commitment to the ideals of liberal arts education and a collaborative effort between College students and mentors in creating a meaningful and self-acknowledging living and learning space.

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The Relationship between the College and Various Departmental Majors

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While College students reside together in a concentrated manner, the College should also encourage them to participate in activities organized by various departments. In cases of conflicts, the College office should respect the autonomy of College students, encouraging them to develop their judgment skills. This is a part of the life learning of College students, and the College should not dominate this process. The courses and activities offered by the College can be recorded, allowing students to catch up if they miss any due to conflicts with departmental activities. As for departmental professional courses, College students can attend classes alongside regular students, and there should be no conflict.

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The main difference between the courses and activities of the College and those of various departments lies in the nature and the content of learning. The College prioritizes life learning, with courses and activities centered on this concept. On the other hand, departmental majors primarily focus on knowledge-based learning, even with the guidance of departmental mentors (non-college mentors), which may have limited impact. The significance of life learning in departments across various universities in Taiwan has long been overshadowed. The courses and activities offered by the College serve as a positive improvement to address this issue.

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The Ideal of College Learning and General Education

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As mentioned earlier, College learning should prioritize liberal arts education. However, liberal arts education is not equivalent to general education, and it is not solely focused on knowledge learning but also includes life learning. Taking Tunghai University's early liberal arts education as an example, it not only involved formal life learning but also informal campus living and learning, where the teacher's residence played a crucial part. Many alumni fondly remember the living room in the teacher's house and the home-cooked meals prepared by the teacher's spouse.

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Liberal arts education also encompasses various voluntary social engagements and community practices. General education is just one component of liberal arts education. However, in Taiwan, liberal arts education and general education are often conflated, or liberal arts education is considered an advanced form of general education. In reality, the two cannot be equated. General education serves as a knowledge education to balance the excessive specialization of professional education, but it does not include the emphasis on life learning that liberal arts education prioritizes. Liberal arts education, through small-class teaching, residential learning, and social engagement, not only aims to produce individuals with intellectual freedom but also seeks to cultivate good interpersonal and communication skills through mutual enrichment in teacher-student interactions and a focus on benevolence.

Summary

In sum, liberal arts education is a form of life learning that integrates morality, knowledge and practices, while general education is primarily about broadening knowledge.

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However, only by truly implementing College learning can the ideal of general education as a balancing force for professional education be fully realized. According to the current direction of general education practice, without the life learning aspect of College education to cultivate a thirst for knowledge and the practical ability for independent learning, as well as close interactions with College mentors, general education can only function as another form of specialized education—knowledge education in a broad sense. Only by fully implementing various life learning aspects of College education can the true ideal of general education be achieved. This ideal aligns with the ideal of College learning, with the only difference being that general education is a part of liberal arts education within the College and cannot function independently. It must work in conjunction with small-class teaching, residential learning, and even service learning to achieve the long-awaited ideal of general education.

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