Sunday, October 21, 2018

Oct 21 (Sn) 2018 宿命論 vs.人定勝天 ( Fatalism vs. Human Agency)

A friend shared articles (破窯賦, 勸世文, and 命運賦) of 呂蒙正 (Lyu Mong-Cheng, 946年-1011), whose life journey was a legend in the Asian history – from  rags to riches, wielding tremendous power in the centralized officialdom. Contrary to the myth of meritocracy and Horatio Alger's everyone-can-be-a-Rockefeller or Trump stories in the US that proclaims people being able to achieve the American dream through hard work, 呂蒙正's  thoughts held the opposite, pessimistic, and predestined view regarding human endeavors.

He had three times ascending to the position equivalent to the status of the Prime minister of the nation, and his seven sons all occupied the high rank-and-file at the Emperor’s court.  With the tremendous success in his life time, possessing power, wealth, prestige to the immeasurable extent, he propounded the concept of "pre-determinism" based on his theatrical life experiences.

From both the official history and popular legends, he was born into a wealthy family. However, his father believed in a fortune-teller who told him that his son would be a superstar in the officialdom through twist and turns. To reach that level of success, his son needed to go through dramatic life challenges.  Thus, before his death, the father sold out all his fortunes and donated some to a temple. After his parents passed away, He- 呂蒙正   lived in a shed via a rough life as a poor student (落魄的書生.) Gradually he stopped by and stayed at the temple for a basic survival. People looked down up him for his untidy, low-life style of living. Finally he was kicked out of the temple, living as a beggar on the street (from a princelike life turning into a pauper).  As legends said that one night, dreamt of the god of Tai-bai (the current North Star, or the Venus?) who informed him that he was destined to marry the local genteel Liu’s daughter.  There would be a festival held for her to select a husband via the ritual of tossing-the-wedding ball. Tai-Bai urged him not to missing this great opportunity.  So, He went.

On the other side of the story was Miss Liu 
富家女劉月娥, the precious daughter of the rich genteel landlord, who had a gut feeling that someone special would pick up her wedding-ball.  She waited for that person to show up. Then she identified  because behind him she saw the god of Literature.  She made sure that was the promising guy, and threw the wedding ball to his direction. Suddenly, found he got the ball (as legends said that the god of Tai-Bai helped make it happen.)  Thus, brought forth the ball to the rich father, but the local community despised  and beat him up. Miss Liu believed in him who was her future, insisting to marry him and challenged her fathers brutal treatment to her future husband. Unable to deal with his doted daughters anger, finally the father succumbed to her rebellious behaviors and let them go.

One day. accidentally found a melon. He was hungry, so he put it on the rail of a bridge and tried to break it into two, one for himself, and saving the other half for his wife. Unfortunately, upon breaking the melon, it just fell into the river.  Frustrated, he fell his life was so miserable that even a melon would fail him. Then he intended to drown himself by jumping into the river. Suddenly the god of Tai-Bai appeared again and saved his life.  呂   went home and told the story to his wife who comforted him and gave him a bag of gold.

The reality was that, though they were forced out of the town, the rich mother of Miss Liu, secretly giving the daughter money.  The wife,  Miss Liu informed  that the national officialdom examination was approaching. She urged him to participate in the National competition held at the Capitol. Then, what a great success, he earned the highest score and entered into the most desirable career of the man: the rank-n-file bureaucrat at the Kings court.

His wisdom and talent won him a popular minister. One episode depicted an aspect of his personality. When he was old, the King asked to recommend one of his sons to be a successor. But he replied to the king,
All my sons are mediocre. None of them is capable to take on such a big role. But if I have to recommend, then there is an appropriate person whom I think is the best to take on this job - 呂夷簡.” 呂夷簡 is his nephew.

In s life time, he wrote great poems, mottos, and axioms. The common theme underscoring them is the concept of naturalistic pre-determinism, close to pessimism, fatalism and defeatism, defying any bit of human agency which is the capacity of an actor to act in a given environment.

Since the concept of agency has much broader definitions involving in philosophy as well as many natural and social sciences, in this informal writing, I focused on the Sociological Relevance (sociology is one of my majors): the ideas of human agency vs. social structure.

Here is a simplified distinction between agency and structure: agency is the capacity of individuals to act independently and to make their own free choices, while structure, is factors or variables of influence, such as, race/ethnicity, social class, gender, sexuality, ability/physicality, religions, nationality, language, ancestry, and the rest of ascribed bio-psycho-socio-economic, even ecological attributes that determine or limit an agent and their decisions. But to what extent an agent's actions or the level of reflexivity constrained is varied from culture to culture under the specifically constructed social system. In short, the decision-making processes of humankinds are determined by many visible variables and invisiable forces, whether by chance, by free choice, by circumstances, by design, or other processes involved in specific intersections among individuals, history, and social structures/systems.  (More info, refer to https://www.thoughtco.com/agency-definition-3026036.)

Based on the above understanding, 呂蒙正's  most famous proses, poems and maxioms were posted at the bottom of this article (will be translated in English later). Across the board, the repeated notions of success-n-failure succumbed to chance and destiny permeate in his elegant, yet powerful writing.

Most Far-Eastern people know his stories and thoughts. For me, this time, I probed into what the fatalism is. As to why it is everlastingly appealing to many people in this specific culture, but not others is another topic to render. 

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Fatalism is not unfamiliar to many people. It
is a philosophical doctrine that stresses the subjugation of all events or actions to destiny. It is also a belief that an impersonal destiny against which human agency is powerless.

There are different interpretations and understanding regarding fatalism and its relatives -
pre-determinism, defeatism, and pessimism.  I selected some of the relevant ideas and attached below for your reference. Since this is not an academic paper, I only provided some sources that help this 
informal writing: https://www.greek-gods.org/ancient-greece/olympia.php; https://en.wikipedia.org/wiki/Iliad ; https://www.britannica.com/topic/Providence-theology ; http://www.earlymoderntexts.com/assets/pdfs/edwards1754.pdf; https://www.britannica.com/editor/The-Editors-of-Encyclopaedia-Britannica/4419    http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199606214.001.0001/acprof-9780199606214
             
Fatalism derives from the term Fate which exists in many cultures (will be mentioned in the subsequent sections below). Such as in the Greek and Roman mythology, the three goddesses determine human destinies, and in particular the span of a person’s life and his/her allotment of misery and suffering.  Homer speaks of Fate (moira) in the singular as an impersonal power. In the Yoruba religion (Nigeria), the god Eshu represents the principle of chance and uncertainty which cannot be foreseen. 

Fatalism generally refers to any of the following ideas:
a. a view that people are powerless to do anything other than what we actually do, including humans having no power to influence the future and their own actions. For this, it is close to pre-determinism
. A highly relevant study conducted by Oscar Lewis’ Culture of Poverty depicted such a social phenomenon regarding race/skin color reinforcing this type of fatalism. And the sources of being powerless come from many forms: isolation, indoctrination/brainwash, false consciousness, deprived opportunities for knowledge and information, rigidly stratified societies based on ascribed statuses (such as race/ethnicity, class, gender, sexualtiy, ability... and the rest of intersectionality), and other institutionally unjust practices. The structural factors directly relate to (confine) the individual and group agency.

b. an mindset of resignation in the face of some future event or events which are thought to be inevitable. The concept of Turkish Fatalism illustrated by Nietzsche can be found in his book - The Wanderer and His Shadow.   Peter Berger referred it as the bad faith which is a philosophical concept first coined by existentialist philosopher Jean-Paul Sartre to describe the phenomenon wherein one denies one's total freedom, instead choosing to behave inauthentically.” The question is under what kind of condition that people deny their total freedom, if they are fully aware of the meaning of freedom.   Berger explains it with different aspects of “bad faith” practices performed in society. It can be a racial prejudice or discrimination. Either way he describes them as “one’s own counter image of the despised group”.

c. that acceptance (such as, the option of surrender, giving-up/treason, in wartime) is appropriate, rather than resistance against inevitability. This idea is similar to defeatism, which
is the acceptance of defeat without struggle, often with negative connotations. It can be linked to pessimism in psychology, which is a mental attitude toward undesirable outcome and anticipates it from a given situation.

d. this perspective recognizes that no matter what people do or how people struggle, the outcome is only what fate has predetermined it to be.  Each person will only rebel and fight as far as he/she has been predetermined to fight or rebel.

Following this vein, the motivation for action is to unfold or reveal the truth of the course of one's own life, which has limitless potential, determined by the strength of efforts exerted on a moment by moment basis. From the sociological viewpoints in terms of the fluidity of individuals in the stratified society,  it explained the margin of upward social mobility tends to be small.  One thereby lives to prove his/her fate by strength of actions, but no outcome can be which is not fated to be.

In human history, the concept of fate has been written and discussed paralleling between people’s  position and planet, star, moon, solar system, as well as the galaxy in the universe. In sociology, the ideas of role vs. ascribed statues (the opposite is the Achieved statuses) explain the circumstances of one’s own birth ascribed with race/ethnicity, class, gender, sexuality, disability, their intersectionality and other genetic or physically-culturally predetermined characteristics, as well as statused assumed   involuntarily beyond birth under various visible and invisible social-genetic forces.

In Sanskrit, Ajivika (also written Ajivika or Ajivaka, literally meaning "living" ) was a system of ancient Indian philosophy and an ascetic movement of the Mahajanapada  period in the Indian subcontinent. Ājīvika followers believed that a cycle of reincarnation of the soul was determined by a precise and non-personal cosmic principle called niyati (destiny or fate) that was completely independent of the person's actions.

The same sources therefore make them out to be strict fatalists, who did not believe in karma. "If all future occurrences are rigidly determined ..., coming events may in some sense be said to exist already. The future exists in the present, and both exist in the past. Time is thus on ultimate analysis illusory". According to Makkhali Gosala, born in 484 BCE, and was a contemporary of Siddhartha Gautama, was an ascetic teacher of ancient India, pointing out that nothing is destroyed and nothing is produced. ... Not only are all things determined, but their change and development is a cosmic illusion.

Back to the ancient Greek and Roman mythology, we see how gods involved and intervenes in human life and struggles. The 12 Olympian Gods of Mount Olympus can be explained as unseen forces that act as guidance for mortals in many different situations. Many of these situations are recorded in ancient Greek literature such as the Iliad and the Odyssey.

In order to understand the concept of fatalism, here, let’s probe into a fundamental concept of providence. It is the quality in divinity on which humankind bases the belief in a benevolent intervention in human affairs and the affairs of the world.  In sociology, the concept of providence functions as an important part of informal social control, guiding the mass to conform the social norms. Durkheim pointed out the basic functions of faith/religions, which are to affirm the moral boundary,  enhance cohesiveness and communication, and stimulate social change. 

When early human beings observed the vast sky, enormous stars, the whole timeless, unbounded universe, s/he was conscious of his/her own insignificance. In particular, when facing the mystery of  the unknown births and the inevitable mortality.  The fears of own and beloved ones’ death and facing uncontrollable natural and man-made catastrophes, some psychosocial mechanisms were needed to comfort the weary body and console the anxious mind.

Thus, the concept of providence, divine care of human beings and the universe is called upon to serve human beings to assure individually and collectively in the forms of art (one of my majors, visual arts) and religion. This is a main reason why art and religion are culturally universal phenomena. It offers a transcendental, holistic, or supernatural presence/order to afford humans’ psycho-physical-social well-being.  Some researchers suggest that providence as used in Christianity is thus a dogmatic term rather than a biblical term. It indicates that God not only created the world but also governs it and cares for its welfare. A well-known German reference work, Religion in Geschichte und Gegenwart (1908; “Religion Past and Present”), elaborates it as follows:

God keeps the world in existence by his care, he rules and leads the world and mankind deliberately according to his purpose, and he does this in his omnipotence as God the Creator, in his goodness and love as revealed by his son Jesus Christ, and to further the salvation of mankind through the Holy Spirit.

Confucianism and Daoism convey a similar impersonal cosmic order. The Dao (), literally means the “Way,” which is constantly generating the universe and the cosmic order itself. Tian (), often translated as “heaven” and literally meaning “sky,” to indicate an impersonal, cosmic moral order to which human beings should attune their personal behavior. Mozi (墨子)   (flourished 4th century BCE) regards tian () as a personal god. Confucius (孔子 5th century BCE) and Mencius (孟子 3rd century BCE) taught and advocated them.To early Daoist and Confucian thinkers (4th–3rd century BCE), such as Zhuangzi (莊子) and Xunzi (荀子), tian (天), also indicated the natural world. There are many sayings related to the above schools of thoughts, such as "天行健, 君子以自強不息," "君子有三畏:畏天命,畏大人,畏聖人之言," "天網恢恢疏而不漏," "天道無親常與善人,"  "舉頭三尺有神明,"  不是不報是時候未到,” “富不過三代,”已及 “30年風水輪流轉"...etc.   

The other significant concept regarding providence is that it needs not operate in a direct way. It may operate or manifest through many intermediary and indirect beings, such as the ancestors, spirits in nonliterate religions, and the angels in Christian, such as this saying, “the father’s sin visits the son."  In Islamic belief, the concept may be expressed by a fixed world order. Furthermore, a cosmic order could make human life possible biologically, socially, and spiritually and that guarantees its existence in the future.  But, if the starting point of a benevolent and just divine being is lost sight of or if it is consciously denied, then providence becomes fate.  Most religions show a certain ambivalence, for fate and providence do not always form a clear-cut contradiction.

But why does providence significantly affect most people in different cultures?  As mentioned in the previous section, here are some thoughts based on my observations and experiences. When human beings confront the most powerless, hopeless and helpless moments, what could they do? For examples, at the macro level, confronting the natural disasters: earthquakes, volcanic eruptions, drought, famine, tsunamis, and pandemic diseases, as well as made-made catastrophes, e.g., wars, genocide, inequality in many forms, hopeless and helpless poverty and violence, are constantly plaguing in human societies.  At an individual level, when facing the fear of one’s own mortality and the sorrow toward the loved one’s death, people desperately need a general psycho-social welfare of comfort. In most cultures, an omnipresent, almighty symbol, in the form of gods serves this role.  The other line of understanding to believe in providence arrives from the observation the orderly heaven body – the cosmic order. This order sometimes is perceived as a divine order that is intended toward human beings ethically and socio-psychologically.

The relationship between fate and providence is that the belief in the existence of a blind and inexorable fate can also lead to a conflict with the belief in a benevolent providence. For example, in the Greco-Roman world, where fatalistic belief was strong and where it found a popular expression in astrology. In astrology, the belief that the whole world, but particularly the human realm, is governed by the stars was contested by Judaism and Christianity. The Talmud, the authoritative collection of Jewish tradition, teaches that Israel is subject to NO star but only to God. Another example is also found in the novel The Golden Ass by Apuleius, a 2nd-century-CE philosopher and rhetorician deeply interested in Hellenistic mystery cults, which taught a faith that liberated adherents from the power of the stars.

Contrasted with the cosmic order is the disorder of chaos. The cosmic order is a total order (whether intelligently designed, or evolutionarily happened?)  It is a comprehensive form of all natural things, social orders, and ethical rules.   The cosmic order, nevertheless, may become inexorable and thus lead to fatalism, the belief in an impersonal destiny against which human agency is powerless.  From this perspective, without facilitating the theories and actions of human agency, whether via unconscious, involuntary behavior, or purposeful, intentional action as the dynamic part of sociology (vs. static sociology), such as the empowering individual agency in the daily decision making and the social movements, then where is the tunnel light of sociology as a social science discipline ?

Regarding the concept of human free will versus cosmic order, in all religions that human beings are expected to work with the cosmos by inserting themselves into the cosmic order. Human behavior in society is governed by a set of norms, beliefs and values that are all based on similar principle: to act and to be in harmony with the order of the world, which is paralleled and natural with cosmic order/divinity at the same time.

Some critical issues regarding fate/divine will vs. human will when the latter is conceived as free, or free under certain circumstances. As saying goes, “The heaven/god assists those who help themselves.”  Human agency in terms of social activism, such as from the grand scale of revolutions, reforms, picketing, protests, and the rest of social activism intend to change or alter at least part of social order has been constantly happening in most part of human societies. And this is the dynamic topic of sociology, philosophy, and some part of political science. Though, compared to the eons of the grandiose cosmic domain, the human will/agency, and how free (reflexivity) it could be is relying on an unfathomable imagination with a universe-is-the-limit space for human endeavors.   

Based on the above understanding of the concepts and practices of the omnipresent providence and cosmic order prevailing in most of the human cultures, the following is my mundane and pragmatic comments on 呂蒙正's articles: (I will try to provide a translated version of the following writing later.中英夾雜.見諒.  簡譯, 近日可成.)

是我的中文淺見, 僅供參考.

我記得小時候媽媽用 ”呂蒙正” 這名辭來教訓小孩衣衫不整與不當的行為. 那時候你也許也不了解什麼叫做呂蒙正, 只是知到呂蒙正就是代表不好的行為. 長大了 我開始懷疑媽媽到底了解不了解誰是真正的呂蒙正. (早期的台灣社會, 95%的女性沒有機會受教育. 所以, 我的母親 沒有上過一天學校.)

呂蒙正 是一位 非常具有傳奇性的人物. 他的一生, 若用正面的思考, 他代表的是一種大宇宙觀 小宇宙觀 和人在天地之間的一種相生, 相剋, 與相成的迷思 – 所谓的原始的天地人一體之說. 比如孔子的 “君子畏天命,” “男命天庭,女命地閣.” 雖說, 人定勝天, 但是孔子又說 ”不知命,無以為君子."

相傳伏羲氏一劃天地之陰陽, 創先天八卦, 其後又有周文王, 再創後天八卦, 於焉是有易經一書, 它也被用來 解生命之碼. 為了 ”奪天命、改造化”, 陸陸續續發展出了風水, 命相, 面相, 種種非科學信念, 導致不問蒼生問鬼神 的現象 (包括執政者以及一般黎民百姓.)

諸如此般聽任天命, 天高皇帝遠, 人人自掃門前雪的習性, 遲緩民主素養的進展. 當民主政治概念普遍缺乏, 民眾參與公共事務的能力低弱, 這正是滋養貪官污吏, 集權暴政的溫床. 其結果的愚民政策, 就是既得利益者, 圖利己眾, 排擠他人, 用以維持現狀的最佳武器.

從另一個非正面的觀點來看,他的人生觀與經驗則代表一種很根深蒂固的宿命觀. 比如像俗話說中所說的: “命中有時終須有, 命中無時莫強求.” 這就是在他在”破窯賦”, "命運賦" 與 “勸世文” 中一再強調的觀點. 這種自從古代希羅中印文明以及諸多宗教信仰當中具體的宿命論 (as mentioned in the English part of this writing), 用現在民主社會的觀點, 難免讓我們思考到現代政府的功能, 以及民衆参與社會革命與社會政策的存在與運作, 對個人家庭的公平與福祉, 具有什麼樣的影響與效益意義呢?

正史記載他如何成從一個飢寒交迫, 被人歧視, 毫不起眼的窮書生, 卻三度拜相, 坐擁 榮華富貴權勢名利於一 身. 這名相的背後, 到底是怎麼麼一回事的呢?

以下一些有關於呂蒙正的歷史, 野史, 與典故, 也許可以幫助我們了解, 為什麼呂蒙正可以從一個 貧賤落魄的書生而能夠扶搖直上, 三度拜相? 其中一個基本原因, 可能是他的父親的深謀遠慮, 或者是從社會學的觀點 : 一種對呂蒙正所設定的 “迷你社會工程學” (超乎呂蒙正個人所能主宰, 也就是他父親與 ”太白神仙”(夢見與遇見太白 - 彿洛依德夢潛麌意識觧析? 或者超神力的迷思,以簡釋複雜的社會現象) 代表一種宿命的決定論. 但他父親這種具有相當魄力人生規劃, 僅止於這種富足家庭中一個父親對兒子的無限期望, 而不是超於家庭主義外的社會政策, 以舒解絕大多數人受制於於貧困, 缺乏機會的人力與才力之無奈.

再者, 呂蒙正成長在一個富足的大家庭, 他的父親對他有相當的期望. 他不太可能是一個普通的升斗小民. 這可以從他的破窯賦以及勸世文等等著作中以發現他的天資穎異, 以及學國閱歷基礎雄厚基礎, 加上富家千金劉月娥的財力資助與精神鼓勵進京趕考,果然一舉高中狀元,此後步步高升.

從社會學的觀點, 呂蒙正的著作是從他個人的人生歷練經驗與學識以表達他對宿命論的發舒. 或者是表達種一灑脫豁達觀的價值觀, 體認生命的無常與人力無法抗衡的天意. 這是一種很普遍的現象. 一般人難得開展視野, 或者缺乏機會學習如何去觀照個人與社會之間的連帶關係 (這是學習社會學的最基本的一個素養,) 以及文化社會制度對家庭個人的深度影響. 比如呂蒙正的父親以及太白神仙無所顯示的一種潛隱的力量, 以及他的富家妻子劉月娥所代表的家族社會力 (如同俗話所說的, 娶一房有財有勢的好老婆, 省你20年無謂的奮鬥. 就像是郭台銘之於前妻林淑如, 陳水扁之於吳淑珍, 只是換個不同的時空背景), 並不是破窯賦和勸世文所能論及. 因此, 一般人對個人的的成敗訴諸於命運與能力, 很少透視社會文化之間的關係, 與文化/社會制度 對個人的模塑與影響.

能夠透視, 或者意識到個人與社會制度之間的連帶關係, 透過集體行動來改革社會政策政, 減少不理想, 或者不公不平的社會現狀, 以達正德利用厚生的目標, 方有可能. 這就是 Human Agency vs. Social Structure 中人定勝天 (Agency) 這一部分的一個基本概念. 人是可以改變現狀的, 但需要意識的覺醒, 加上機會的創造, 透過集體行動, 一步一步達成 改革現狀的目標.

Agency 的理論深信, 即使社會制度冥頑龐大, 透過 人們的覺醒與有計畫的改革, 社會是可以變得更好. 人們所需要的是一大群 不愚的愚公, 以移窒礙難行, 阻礙幸福平等的山!

最後, 呂蒙正有意無意的用他的微觀宿命論, 以解釋以他的成功是偶然的, 命定的, 並非人力所可以改變的. 如此一來, 可以舒緩眾多追求名利而不得者的一種可釋懷的方式, (比如盛行已久的 "瀂舌" 哲學,) 也可能避免樹大招風之嫌, 與才/財大招忌之危. 呂蒙正的處事圓融, 無論是有心或是無意, 也可能為他的子女來日仕途. 鋪下順暢之路. 例如 宋真宗咸平四年 (1001年) 呂蒙正第三次擔任宰相, 當朝 要推薦他的兒子擔任高職. 他很含蓄的說他的孩子都不管用, 但是他的姪兒呂夷簡才是真正的宰相之材. 然後呢, 我們可以很 "宿命地" 預測, 並且必然地實現了人他的七個兒子都有封官授爵的機運 (果然七子出仕:呂從簡、呂惟簡、呂承簡、呂行簡、呂務簡、呂居簡、呂知簡.)

小插曲一樁: 呂蒙正嗜喝雞舌湯. 每餐必喝. 呂家廚房一天要殺成百上千隻雞, 才能供一湯之用. 如果一天要殺一千隻雞做出一碗湯, 那麼一個禮拜, 一個月,一年, 有多少的雞可以榮登呂家的餐桌?
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以下是
呂蒙正 破窯賦 勸世文 命運賦

呂蒙正 's writings were attached as follows:
宋朝時,有位書生名叫呂蒙正家住洛陽,原本家財滿貫,只因呂蒙正的父親,聽算命師之言:「雖然以後會有功成名就,但是少年要勞碌」所以呂蒙正的父親就在臨終之前,就變賣所有的家產,捐給尼庵寺,好當呂蒙正的住所,父母過世後,呂蒙正只得屈身在洛陽城外北山的破窯裡,剛開始的時候,呂蒙正常去尼庵寺居住,日子一久,尼庵寺的住持開始嫌惡呂蒙正、叼難呂蒙正,最後,呂蒙正只好流落街頭,乞食為生。

某年的中秋節,呂蒙正午睡時,夢見太白神仙指點,他到城西街綵樓下接劉相爺的千金劉月娥的繡球,只因他和劉月娥有宿世姻緣,所以太白神仙要呂蒙正趕快前往西街綵樓下接繡球,呂蒙正半信半疑,決定前往城西探個究竟。

到了城西,許多公孫王子在綵樓下準備接繡球,劉月娥則在綵樓上求蒼天保佑,希望繡球能讓有緣的人接到,她看見文魁星捧著墨斗緊緊跟著呂蒙正身後出現,劉月娥知道這乞丐模樣的呂蒙正日後必定有成就,於是決定將繡球拋給呂蒙正,文魁星則暗中將繡球接放在呂蒙正的袋子裡。

呂蒙正興高采烈拿著繡球前去相府認親,劉相爺一看見呂蒙正的模樣,非常生氣,命呂蒙正交還繡球,呂蒙正不肯,劉相爺命家人取銀一百兩,交代家人用一百兩和呂蒙正交換繡球,如果還不答應,就將他趕出去,結果,呂蒙正仍執迷不顧,家人動手就打,劉月娥趕緊出來制止,並請呂蒙正在外頭稍待;劉月娥則進大廳向父親求情;劉相爺為女兒終身著想、怕女兒受苦,寧願要回繡球、做一個背信忘義的人,而堅持不肯接納呂蒙正,劉月娥為此不惜與父親決裂,毅然脫下鳳冠蟒袍,追隨呂蒙正到破窯居住,呂蒙正不忍心千金小姐受苦,劉月娥反而鼓勵呂蒙正不可喪志,將來一定有出頭的機會。

  一年後某一天,呂蒙正好不容易要到一條瓜,走到石橋上,把那條瓜放在欄杆上,準備動手斬成兩半,一半自己先吃、一半帶回去給劉月娥吃,誰知道那條瓜竟然掉下河裡飄走了,呂蒙正心想蒼天要絕他的生路,連一條瓜也不讓他吃,愈想愈絕望,便投江自盡了。這時,太白神仙再度出現,將呂蒙正救起,並指點呂蒙正,說他受苦的日子到當天為止,要呂蒙正趕快進京趕考,必定能榮登金榜。呂蒙正醒來後,半信半疑回破窯去了。

呂蒙正非常沮喪地回到家裡,將剛才投江自盡、神仙搭救的事情告訴了劉月娥,只見劉月娥取出一些防寒衣物、以及三百兩白銀,做為進京赴考的盤纏,原來這些東西是劉月娥的母親心疼女兒,偷偷叫丫環送來的。呂蒙正辭別劉月娥進京趕考,果然一舉高中狀元,衣錦榮歸後,偕同劉月娥回相府,劉相爺才覺悟當初不該以貌取人,於是承認了這門親事,圓滿收場。

...................................................................

破窯賦(宿命論)呂蒙正

蓋聞、天有不測風雲,人有旦夕禍福。
蜈蚣百足,行不如蛇;
雉雞兩翼,飛不如鳥。
馬有追風之雄,無人不能自往;
人有凌雲之志,非運不能騰達。
貧賤不能移,富貴不能屈。
文章蓋世,孔子尚困於陳邦;
武略超群,太公垂釣於渭水。
盜跖長生,豈是善良之輩;
顏回命短,實非凶惡之徒。
堯帝稱聖,卻生不肖之子;
瞽眅頑呆,反生大孝之兒。
張良原是布衣;蕭何曾為筆史。
晏子身形短劣,封為齊國首相;
孔明臥居草蘆,能做蜀漢軍師。
李廣有射虎之威,到老官無半封;
馮唐有安邦之志,白髮終生不遇。
楚霸英雄,難免烏江自刎;
漢王雖弱,享有萬里山河。
伍員乞食於吳市,
韓信受辱於跨下,及至運到,腰懸王印,
一旦時衰,傷於陰人之手。
王翦收趙,統領百萬雄兵,
主上猜疑,卒至身首兩分。
人生在世,有先富而後貧,
有先貧而後富,有少壯而老衰。
有少年得志、有中年得志、有老年得志。
青年美婦卻配愚蠢之夫,
俊俏才郎卻配粗醜之婦。
才疏學淺,少年登科及第;
滿腹文章,皓首仍在深山。
青樓妓女時來配作夫人,
閏閣嬌娥運舛反為娼妓。
蛟龍未遇,潛身於魚蝦之中;
君子失時,拱手於小人之下。
初貧君子常存禮義之容,
乍富小人不脫賤寒之體。
時雖不足,只宜守分安心,
心存不欺,必有榮華之日。
天不得時,三光失曜;
地不得時,草木不生;
海不得時,風浪不平;
人不得時,運道不通;
人若不依根基,誰不欲富貴也。
吾昔日被困破窯,日則求於僧膳,
夜則宿於破窯,思衣不能遮其體,
思食不能充其飢,
上人憎,下人厭,人道吾賤,非吾賤也,此乃時也、
運也、命也,非吾之所能也。
今日官居極品,位列三台,
有打百僚之杖,有斬小人之劍,
屈膝於一人之下,立身於萬人之上,
思衣有羅絹千箱,思食有珍饈百味,
上人趨,下人羨,
人道我貴,非吾貴也,亦乃時也、運也、命也,非吾之所能也。
蓋、人生各有其時,
富貴不可享盡、
貧窮不可欺盡、
權勢不可使盡,
此乃天理循環,
終而復始者也。
人能知足,不怨天地,
順天理立善造命運也。

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嘆世詩一首:

鶉衣百結不堪縫,
一片飛西一片東,
朝怕嶺頭雲蔽日,
暮驚洞口鵲呼風。

半斤米栗無能買,
滿腹文章總是空,
幾度欲投江海去,
術人許我有三公。

貧窮如虎,
驚走六親,
心正無虧,
亦得安康。

人貧志短語言低,
馬瘦毛長無力嘶,
得意貓兒雄似虎,
失群鸞鳳不如雞。

龍游淺水遭蝦戲,
虎落平陽被犬欺,
命裡未逢君且待,
寬宏大量成富貴。

認命、知命、然後聽天可也。

...............................................................

呂蒙正(946年-1011年),字聖功。洛陽人。

太平興國二年(977年)丁丑科狀元。授將作監丞,通判升州。太平興國五年(980年),拜左補闕,知制誥。端拱元年(988年),罷李昉,拜為宰相。淳化二年(991年),因諫官宋沆事,被罷貶為吏部尚書。淳化四年復相。至道元年(995年),再度罷貶,以右僕射出判河南府。

宋真宗咸平四年(1001年)第三次擔任宰相。咸平六年,封萊國公。以知人著稱,呂夷簡、富弼等人皆受其賞識,自道:「諸子皆不足用,有侄呂夷簡,真乃宰相器也!」,嗜「雞舌湯」,每餐必喝,呂家廚房一天要殺成百上千隻雞,才能供一湯之用。大中祥符四年(1011年)病逝。贈中書令。有七子出仕:呂從簡、呂惟簡、呂承簡、呂行簡、呂務簡、呂居簡、呂知簡。

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October 22 (T), 2018

My friend who shared 呂蒙正's articles with me responded to my Fatalism vs, Human Agency post.


The following one is my friend's response.  My reply followed this post at the bottom.


Crystal:我認同您的看法,如孔子的命宮就很差,三歲喪父,少年喪母,中年喪妻,晚年喪子,好在孔子很好學,吾十又五而志於學,三十而立,四十而不惑…,當魯司寇後,因墮三都、齊餽贈女樂惑魯君、及郊祭不合禮儀等問題,對魯君及政治感到失望後,決定去魯,周遊列國(十四年),其中遇削跡伐檀、匡國之變、陳蔡絕糧等都快沒命了,依然堅持生命立場,太史公在史記上稱孔子周遊列國,推行王道仁政如喪家之犬(把聖人形容成流浪狗),但「知其不可為而為」的神態,不向命運低頭的不屈精神,太史公形容「高山仰止,景行景止。雖不能至,然心嚮往之。」連太史公都嚮往孔子的生命境界。

我是相信有宿命(這與因果有關),但我也反對宿命論,台灣歌曲,不也常唱三分天註定,七分可打拼,愛拼才會贏。我們學道之人雖承認有命運之說,但修道是要「運命」,而非「被命所運」,若如此則不用修了,至於命的長短就其次了,好好善用盡用就有價值,孟子引《詩經》云:『永言配命,自求多福。』 」 又說:「存其心, 養其性,所以事天也。夭壽不貳,修身以俟之,所以立命也。」

命理書上的定理說:「一命二運三風水四積陰功五讀書。」這是錯誤的命題(是一般没在修德的人,很無奈無法跳脱的宿命);應改為「一德二命三風水四機運五讀書」才是,因一德可轉二命…,依順序類推。因此我在學校常與學生聊此,就開玩笑地說:(順便會勉勵他們)若由一到四都不佳,再不好好把握最後的五讀書,人生就沒望了!

================================================
Here is my response to my friend's post:

Dear Mr. Chen, 言之有理。社會學有理論解釋東方社會的命 (ascribed statuses) 與運 (achieved statuses)。”命”中注定,比方生為黑人(尤其是在一個歧視非白色種族的國家),先天性殘疾,有些社會生為女兒身要注定一輩子勞苦⋯⋯等等的生物基因決定論是難以用”運” 解 ”命”。

生入貧困的環境(命, one of the two most powerful categories of ascribed statuses : social class - 社會階級),靠個人努力可適度改運。有人命大運小,有人運大命小。所以人各有命 (ascribed social positions/statuses, by birth or assumed involuntarily later in life),個人的百分比也都不相同. 比方說 有人是兩分命八分運, 有人是九分運一分命等等. 理想的是, 根據我的個人經驗是五分命加上五分運, 但是這種情況不多. 並且不是人人可有渴求到的運, 即使不斷的奮發向上. 這就是需要有好的政府與政策來彌補先天之不平等。

至於孔子,是官宦之後,(孔子有素王或無冕王之美譽,司馬遷將孔子放在世家,尊崇孔子遠祖是殷商王室.) 武王克殷後,他的祖先分封到宋國。其十六世祖是殷商帝乙,十五世祖為宋國第二任國君宋公仲,十二世祖是宋前閔公,十一世祖弗父何讓位給弟宋厲公,拜為宋國上卿。七世祖孔父嘉是宋國大夫,曾為大司馬,在宮廷內亂中被殺,孔父嘉子木金父避災逃到魯國的鄒邑定居,作魯國的大夫。

孔子的父親叔梁紇居於魯昌平鄉鄒邑,為鄒邑大夫。叔梁紇與原配施氏連出九個女兒,他望子心切,於是續娶一妾,得一子名孟皮,卻腳有殘疾。叔梁紇在七十二歲時三度娶妻,娶了十八歲的顏徵在,由於婚姻不合禮制,被史書稱為野合,約在魯襄公廿二年(前551年)生下孔丘。顏徵在曾私下至尼丘山祭祀尼丘山神以求子,故取名丘.

雖然孔子命途多舛 (或官運不暢),想想看那時知識學問壟斷於千百萬分之一的人口. 學問就是力量。尤其是在一個 “萬般皆下品, 惟有讀書高”的 傳統社會, 標榜 “書中自有黄金屋, 書中自有千鍾粟, 書中自有顏如玉” 等等, 利用書本知識以攀登社會階梯的現象處處可見. 後來的 罷黜百家, 獨尊儒術, 更是鞏固讀書人在社會上的崇高的地位與聲望.

孔子的地位 (素王或無冕王) 相當於今天的愛因斯坦。如果孔子不是出於菁英世家,沒有機會認識字,那些困於陳蔡事件也難以発生。想想在那種階級分明的社會, 數以千萬計的黎民百姓, 困在無知無識, "順帝之則" 的庸暗社會中. 到了二十到ニ十一世紀, 我的父母, 居然還是那個漫漫長亱, 昏黯歴史下的無奈見証. 還好我有讀書的機會. 因為要幫助學生增進理性思考與辯證的能力, 這樣子我也就跟著學習, 也學會了思考社會現象的種種百態與來龍去脈.

而且, 我必須要誠實的說, 在台灣讀大學與研究所的時候. 我從來就沒有了解過, 也没能力如何 去"適度的" 思考與辯解現象與問題.

社會學家用求學的機會與程度, 以及工作的機運與職業声望, 這兩個基本指標, 來判斷一個人可能改造命運的機率。 教育與工作是社會制度的問題,結構性的糾結非單獨個人可以改造。所以集體公民教育,民主素養, 民主政治參與,與監督政府, 是改變大眾命運的關鍵。一些西方國家発展民主運動,改變貧困,觧放黑奴運動,男女平權運動,創造就業機會與提升教育機會與水平...等等措施, 就是一個有效率政府存在的理由。

這可能就是我們教育的目的: 獨善其身與兼善天下, 並駕齊驅, 以盡公民的責任與承擔知識份子開闊視野, 引導社會前進的重責大任.

Wednesday, October 10, 2018

Oct. 10 (W), 2018 Is it nice or not when the course contents deliverer (SME) is also the curricular/instructional designer (ID)- What does Crystal's Day 1 of Art Appreciation class look like?





Art Appreciation (Introduction to Visual Arts)
- Day 1 ( Aug. 28 T) of the fall semester, 2018
By Dr. Crystal (an artist with Sociology/Social Psychology, Sociopolitical Sciences, Learning Technologies, and the rest of trans-disciplinary background).

------------------------

Is it "nice" or not when the educator takes on the roles of the instructional/curricular designer (ID), and the contents deliverer (SME - subject matter expert), such as in my case?  What happened is that  Learning Technologies - the previous Instructional System and Technology is also one of my academic disciplines (a Ph.D. program), in addition to the rest of my other 4 majors and 4 minors (Ooouch! How many student debts were accumulated ???)

Generally speaking, in most of the post-secondary educational institutions, in particular, the four-year colleges, when the edu-budgets are not tight enough, the instructional designer (ID) and the academic faculty (SMEs) can be part of an ideal division of labor. For, obviously, in the hiring practice, the job description of the Instructional Designer is very different from that of the Humanity, Natural/Social Science Academic Instructors.

From the ID perspective, the designer lays out the foundation based on learning theories/philosophy, instructional design models (such as:  Learning Styles, Motivations, scaffolding, Design Thinking, Quality Matters, Andragogy, HyFlex. Lists, frameworks, Venn diagrams, rubrics, templates. Six principles of Andragogy, five stages of the ADDIE development process, six levels of Bloom’s Taxonomy, forty-two review standards of the Quality Matters Rubric, and so on so forth. Furthermore, the instructional design skills/strategies, as well as the development process/cycle, or other relevancy, e.g., online learning and social media, and the rest of the constantly emerging "New" ideas or protocols.

As the SMEs in their specific disciplines in the natural, social sciences, and humanities, require intense academization.

As ISD (Instructional System and Design) has grown into a solid academic discipline with specific knowledge acquisition/credentials (they are SMEs in their field as well), the interface between IDs and SMEs raises questions for pondering. For example, "Should the roles of Instructional Designers and Subject Matter Experts be integrated or differentiated?" "To what extent, the SMEs are important to ID?" "Under what circumstance, can an Instructional Designer also be a Subject Matter Expert?"  .... and so on are frequently asked.   Many arguments and publications are available associated with these topics. In a nut shell, one can find the agreement of the beneficial reciprocity between SMEs and IDs, while, the disciplinary division of labor and the professional autonomy requires identity differentiation.

Ideally, a course design team entices the cooperation and collaboration of the design specialist, the subject matter expert, as well as the relevant specialists, such as software professionals, when budgets allow it to happen. Otherwise, alternative practices are adopted by different institutions based on a variety of necessities.

------------------------

The following information is casual writing (non-academic) about how I designed Art Appreciation from scratch to the final approval before the delivery with a dual role of an ID and SME.  I shared a snapshot of my experience while skipping the theoretical part of elaboration.

--------------------------

Art Appreciation (face to face, and am re-designing into an online), this course is truly my baby (since I don't have a human baby, I just created one without egg and sperm :)!) I have designed Social Problems and American Government online courses before. They are common disciplines of several community/tech colleges. There are course information, resources,  and even design templates/examples available for reference. Because of the rich resource availability, "designing" those two courses, to me,  was not quite challenging, nor exciting enough.

As to the Art courses (in this case, narrowed down to the Visual Arts), are popular in many four-year colleges/universities, but rarely found in the two-year college system. Under such circumstances, the "lure" of the adventurous qualities was hard to resist. Then, a blazing the trail journey has begun.

Though there are resources in the four-year college setting, many of them don't quite fit the two-year's learning conditions in terms of the college missions, open admissions, the characteristics of students, and the infrastructures of the school environment. For example, I taught at a four-year college before as a new instructor. I followed the ready-made course syllabus and objectives with an assigned textbook: no mandatory requirements of lesson plans/learning activities, nor rigorous assessment layouts for a specific learning outcomes to meet "certain educational accountability." It was a very interesting, free-lancing teaching experience, which I enjoyed with tremendous enthusiasm. Nevertheless, I covered only 1/3 of my current (a two-year-tech-college) course contents, and, I performed well too, for that type of "less is more" educational setting.

In short, in a technical college environment, it was totally a different kind of saga to facilitate an art course, specifically speaking. (That is, not just an Art course, other liberal art subject matters as well.  Here is one of my experiences which can be episodic by nature, but not without sharing part of the truth pertaining to this strand of research: I taught Sociology at 4-year university stetting as a part-time instructor (with a master degree at that time.) The college mission statements, teaching philosophy, pedagogy, assessments, student body, status hierarchy among faculty, adjunct instructors, and administrators, as well as the whole economic-political environment/culture at the 2-year college, are very different from those of the 4-year's.)

Regarding designing your own course from the very first bit of materials and information is interesting. You have the ID knowledge and experiences, animated by the contents you prepared for. Like Ying and Yang, Form and Content, mutually facilitates and complements each other.

For instance, here is a tiny slice from the hundred pieces of interfacing between an ID and SME during the processes of analysis, design, development, implementation, and evaluation on a designed competency, called "Apply principles of design (to a work of art, or a hands-on project)".  For the similar designing processes in details ( in that case, I took on a role as an ID to work out multiple delivery formats (MDFs) for my six social science courses as an SME in the Spring semester of 2009 - online, hybrid, teleconference, and face to face (4 MDFs) for my Diversity Studies, Contemporary American Society, Psychology, and Sociology (4 preps.) For doing this voluntarily, I got the privilege to earn a couple of points for overload as a tiny reward. But, the most significant psychological- reward was that it was truly a "HEROIC" deed! Even today (fall 2018), I could not fathom how I made it!

I captured that experience in a paper and presented at the AECT International Convention a while ago for your reference. See below:

AECT Convention presentation ...



More presentations from Xena Huang
Research Paper, title: “What is the Lived Experience of Designing and Teaching Multiple Delivery Methods -Live Meeting, Hybrid, Online, and Face To Face (f2f) within a Semester at a Technical College Setting”?

Presented at the 2009 AECT International Convention, Louisville, KY
Published in the Convention Proceedings, and in the ERIC http://files.eric.ed.gov/fulltext/ED511355.pdf

---------------------------

Based on the above-detailed designing processes, in this Art Appreciation case, you foresee the learning outcome first, then analyze student background from the initial survey (a small group of students may need one on one instruction), program enrolled (diverse demographic background and the disparity of academic readiness), the cost of materials/textbook, the level of difficulty of the contents. Technology-wide, check the availability of lecture notes and PowerPoint, the technological affordance/accessibility (needed software and hardware, such as BYOD and Labs), the possibility of educational gaming as part of assessments. Design learning modules based on the learning cycle, Bloom's taxonomy, motivation, inter-locus vs. external-locus...etc. variety of learning theories and practices accorded with a specific hands-on project via digital or f2f presentation to implement the learning objectives to align with the required competency. In this case, apply the learned Principles of Design to a hands-on project, such as "What is American culture?" At the end of the unit learning, learners engage in formative and summative assessments via peer reviews, individual mini-presentation and reflection paper writing (the worksheet with grading rubrics are attached to each hands-on project.) Finally, the unit learning is ended with informal quizzes and the formal exam.

Personal design-research interest allows re-design with remedial or alternative pedagogy via flexible assessment tools. As an ID and SME, you constantly switch perspectives as a designer, student, instructor, problem-solver, even pretending as an administrator, circumscribed within the specific classroom, online, and institutional setting. You are searching for various technical and academic resources incessantly and seek out the possibility of improvement.  (This part of writing is an impressive expression without detailed theoretical information.)

It was the most fascinating "extra curriculum activity" that I have ever done of my twenty-one years' educational career in the US. (Note, most two-year colleges don't require academic research and publishing. Instead, a full-time faculty takes on 18 to 21 credit teaching loads per semester, which is 36 to 42 credits for an academic year, plus serving in various program advisory committees and inter-intra college activities.)

Recalling in spring 2016, in the beginning, the course title would have been named “Introduction to Visual Arts.” Since my work-setting did not offer any Art programs before, after a long discussion, it was changed from the “potentially intimidating or boring” subject matter into a fun-sounding title: Art “Appreciation.” (A short note: in a preliminary discussion, I even doubted that students would take this type of "elite" or "nice-to-have", but definitely "not-have-to" have the course at the job-training/pragmatic-occupation oriented institution!)

From the first idea to the final version of the curriculum project approval, except the textbook, all the step-by-step "Embroidered" processes were “made-from” scratches onto a software – WIDS/Worldwide Instructional Design System. Ya, be creative, but follow the sand-box, step-by-step rules, and regulation to prevent from going wild or astray :)!  Each step demands rigorous requirements. The project approval is based on the criteria of “Quality Matters.” 

Personally, I am familiar with the “Backward Design” approach which foresees the final learning outcome in my mind ( as aforementioned in the example) and then works back step by step to the beginning of the course design.

The curriculum project included several integrated segments: state-required competencies, college core abilities, course description, learning objectives/goals, lesson plans, learning activities, learning materials, and "most importantly," Assessments of each lesson plan aligned with objectives and competencies to implement the core abilities.

I expected (the tunnel lights) students to understand the basic D.B.A.E theories and practices (part of my Art Education master program, focusing on integrated learning of studio art/products, art history, aesthetics, and art criticism) into a 3 credits (48 hours) package. Among the four subject matters, surely, the studio art part was not feasible at the current 2-year tech college setting, since it requires the qualified MFA faculty to facilitate different art media learning (from drawing, painting, printmaking, sculpture, photography, moving images/film, digital art, design disciplines, art-n-crafts, architecture, and the rest of emerging new art media.) Furthermore, the current college does not have different types of studios for art productions. Though I had intense studio art learning (drawing, painting, printmaking, sculpture, photography, and mixed media), I have not earned an MFA degree, yet.

With the above learning outcome in mind,  I created 9 competencies (to meet the Wisconsin State requirements) as a competency-based course design. These competencies also meet the College core ability requirements. Each competency stands as a module or a unit of learning, which requires 3 to 5 learning objectives or goals. Each objective/goal is reified by 2 to 3 learning plans. Each learning plan has measurable/observable learning activities for unit learning assessments. The assessment requires assessing rubrics and avoids the test-style of the high-stake-conventional summative methods.  In short, each unit of learning needs several formative assessments to come up with the summative result. 

Indeed, the competency-based learning tends to be challenging for the liberal art courses, due to assessing the cognitive learning outcomes being different from those of the occupational/hands-on-based degree programs. For example, assessing how a student takes a patient's temperature is less complicated than those of students' understanding the concept of hegemonic ideology, inequity vs. inequality, or the myth of meritocracy related to social stratification.

In short, using Competency-Based assessment to both the degree programs (occupational disciplines, such as Computer Networking Specialist, Culinary management, Central Technical Technician, Industrial Mechanical Technician... and so on) and the liberal art courses (such as Sociology, Ethnics, Diversity Studies...etc.) is without controversies.

Fortunately, this Art Appreciation class, being an entry-level of Humanities course and the nature of richness of the visual information, many hands-on projects are applicable to meet the learning objectives and the quantifiable assessments except, such as, art evaluation/criticism and censorship. The latter relates to cognitive, ideological, and philosophical learning domains which tend to be controversial and debatable, in particular, around Impressionism to the Post-modern art world.

I was confident that the rest of the three sub-fields could be packed into a three-credit course with the availability and accessibility of technological aids (sometimes, I also take on the role of software facilitator or demonstrator for some projects implemented via learning technologies.)  The studio art/art productivity would be carried out by lecture/discussions with mini-hands-on projects, since the school does not have art studio facilities - at this stage. Obviously, this type of course would not have resulted in a “deep” learning outcome at an introductory level, and many students here, this might be their last official art class that they would take.

Here are a couple of Art Appreciation hands-on projects of the Spring semester, 2018 (with students' consent).

https://www.bookemon.com/book_read_flip.php?book_id=756262&check=0015c0dc2bb6250503f1636c4a251450&fbclid=IwAR2zF0oZ7v-ZdxrACQ3Y4Z8YDBf8Rx3rmOT2c7VNc806pAl3dr0B1Goevdc

https://www.bookemon.com/book_read_flip.php?book_id=756278&check=eaca534bb0ec4a4d34129dca96ebc9bb&fbclid=IwAR3_Fr7n4wEqcVJt9-swVV7mr_bC7YvwZ_I7qvyoIgQ6X2-MoPbIrQHbxq8

The following classroom hand-out was a major work-in-progress project guideline and grading/checking list of spring 2018:



The following photo shows the final product of one of my designed competencies, called "Apply principles of design (to a work of art, or a hands-on project)".



This was a pure delightful and interesting journey for a course designer who is also the course contents deliverer (doppelganger?!)  During the designing processes, as mentioned in the previous sections,  you imagined all kinds of possibilities, for better or worse happening in the potentially predictable and unexpected teaching-learning environment via multiple roles (e.g., ID. SME, negotiator, problem solver...etc.)  You are your course maker, director, screenplay writer, content activist, group leader, and problem solver. You created an imaginary movie inside your own head.

Due to my trans-disciplinary academic background, in particular, associated with Sociology (social psychology), Sociopolitical sciences, I was aware of how to balance the debates of the intersectionalities between Individual Artists' Creativity versus Social Forces, as well as theoretical emphasis (art criticism) versus artistic creativity/art productivity – was challenging.

Are you curious about how I have been doing with these odd-sounding hybridized engagements in a technical educational setting?  Honestly speaking, among my Sociology (both the basic and the transfer track), Diversity Studies, and Art Appreciation courses, I can shamelessly say that this youngest course of mine makes me proud of myself, makes me happy. I am so blessed with this opportunity and the privilege to do it.

This fall semester of 2018 is my 5th time facilitating Art Appreciation. I am not guiltily saying that I love my Sociology less, (which has been my first love for a long long time). I just have to express a little bit more fondness to my "Art"kenstein (perhaps, Halloween is at the corner :)! )

In the near future, I will share all the detailed course design processes and documents here. Stay tuned.

Monday, October 8, 2018

Oct 8 (M) 2018. Song for today: An Autumn Ode 秋的懷念.

Song for tonight:  An Autumn Ode (in Mandarin)




秋的懷念

作曲/Composer(s ):林枚 陳歌辛
作詞/Lyricist :吳村
清唱/Singer: Xena Crystal LC Huang


秋靜靜地徘徊,靜靜地徘徊
紅葉為它塗胭脂,白雲為它抹粉黛
秋靜靜地徘徊
秋靜靜地徘徊,靜靜地徘徊
紅葉為它遮煩惱,白雲為它掩悲哀
秋靜靜地徘徊

它永遠懷念,永遠懷念,懷念著代代慈祥的草原
它永遠懷念,永遠懷念,懷念著年年可戀的村間
秋靜靜地徘徊,靜靜地徘徊
紅葉為它塗胭脂,白雲為它抹粉黛
秋靜靜地徘徊

Crystal Curriculum Vitae

Crystal LC Huang, is a writer, folksong melophile, visual art/social science educator, and "poetic" cultural-n-social critic.

Teaching Experience:

Fall 2003 to Spring 2020, faculty professor, teaching Art Appreciation, American Government, Diversity Studies, Psychology, Sociology, and Social Problems via multiple delivery formats (course designer and facilitator for the face to face, online, hybrid, ITV -Youth Option, Web-conference, and Accelerated/Evening alternative methods) at Chippewa Valley Technical College. (During the above teaching career, I also completed my terminal degree in 2015 through being a part-time student for 10 years. This could be an answer to some friends' curiosity why I did not teach at the 4-year college? In fact, students and I have some similarity regarding SES at the 2-year college environment that sustains my teaching enthusiasm.)

Spring 2000 to spring 2003, Lecturer, Sociology, University of Wisconsin-Stout

95-97, TA at the Wayne State College, NE

1. Taught “Introduction to Visual Arts” sections
2. Assisted Design, and Painting studio courses
3. Conducted workshop for Information Literacy and Library Automated System

Professional Experience:

2000 to 2003,
adviser of Undecided Student Advisement Program, UW-Stout

1999 to 2000, program coordinator at the Undecided Student Advisement Office,

College of Arts and Sciences, UW-Stout

Nov.1997 to Jan.1999, Computer Layout Specialist in the Composing Department and

lifestyle columnist in the Editorial Department of the Dunn County News, Menomonie, WI

1992-93, library assistant, UW-Madison

Civil Servant:

1. Supervisor, the Supervisory Committee of the Congressional Aide Association of the Legislative Yuan (首屆立法院國會助理協會監委 Congress of Taiwan), Taipei

Job including: coordinating election campaigns, Congressional speech writing and serving constituencies.
(問政質詢總主筆, 競選文宣策劃, 選民服務)

2. Executive Secretary and member of Taipei Women Rescue Foundation (台北婦女救援會執行長)

3. Taiwan-China policy researcher at the Executive Yuan (研究考核委員會/大陸工作會報 - 陸委會前身 of the Central Government), Taipei

4. Journalist at the Ta Hwa Evening News, Taipei.

5. Cultural/English tour guide at the Ministry of
Transportation, Taipei, Taiwan. (交通部導遊 英語組)

6. Military educator, and English/Japanese instructor.

Education:

(Luckily, I won a full scholarship to study abroad through a nation-wide competition in 1990.)

Ph.D. Learning Technologies (previous Instructional Systems and Technology) , Department of Curriculum and Instruction, University of Minnesota-Twin Cities
明尼蘇達大學科技教育研究所博士

Dissertation: Preferences, Pedagogical Strategies,
and Challenges of Instructors Teaching in Multiple Delivery Formats within A 2-Year College Context

M.S. Ed., Art Education, Wayne State College, Nebraska with a minor in Computer Science.
Research Project: Integrating Multimedia Technology into Art Curriculum with Classroom Implementation, 1997.
偉恩大學美術教育研究所碩士

M.S. Sociology, University of Wisconsin-Madison
Major: Social Psychology focusing on Social Movements
Minors: Journalism and Women's Studies. Thesis Title: Multilevel Analysis of A Social Movement-1947, 228 Social Uprising in Taiwan, 1993.
威斯康辛大學社會研究所碩士

M.S. Socio-political Science (the Graduate Institute of National Development), National Taiwan University. Thesis: Social Ideology and Gender Roles- Women's Issues in Contemporary society, 1986.
臺灣大學國家發展研究所碩士

Special Training. Major: Military Education. Political Warfare Academy, Army of Taiwan (due to a national crisis, I joined the Army Academy).
國防部政治作戰學院

B.A. Sociology, National Taiwan University.
臺灣大學社會

Taipei Municipal First Girls' High School.
北一女

Areas of Interests

Innovation in Online Education Programs

TPACK Integration of Emerging Technologies

Equity and Quality of Diverse Learning in the Digital Age

Learning Technologies in the post-secondary educational setting

Interdisciplinary collaborative (Education, Social Science, and Technologies) Learning

Skills

Interpersonal, enthusiastic, and helpful with strong work ethics

Multiple language ability: Taiwanese, Mandarin, English, and Japanese

Have taken computer science as a minor (2001-2003).
Knowledgeable of C++, JAVA, Assembly language and Web Design
CMS/LMS: BlackBoard, WebCT, E360, Moodle, Joomla.

General Software application: Multi-aid, QuarkXpress, Pagemaker.

2010,Hyperstudio, Inspiration and variety of social media applications

Authorize tools: Macromedia (DreamWeaver, and Flash)
Web 3.0, Blog 2.0., Cloud Computing,
Photoshop/Photodeluxe, Premiere, Illustrator

PC and Mac proficiency

Visual-art making (2-D: Calligraphy; drawing, traditional ink/painting and mixed media;
3-D: mainly, ceramics and other mixed media

Trained quantitative, qualitative and mixed research methods

Statistic software: Spssx, MaxQDA2, and Minitab

Certificates:

Canvas/E360/BlackBoard/WebCT/Joomla - LMS (Learning management system) Teaching Certificates from UW-Stout and CVTC

Hybrid/blended and Web-conference training Certificates from CVTC

Quality Matters Certified Peer-Reviewer

Web Design and ITV Certificates from UW-Stout

General and Special Higher Civil Service Certificates from Taiwan

Academic Activities and Professional Development

Research, Papers, Posters, Projects, publications, and Professional Development


Book

1993, Title :The February 28, 1947 Uprising in Taiwan:
A Multi-leveled Analysis of Collective Actions Author Li-Chin (Crystal) Huang
Publisher: University of Wisconsin--Madison, 1993
Digitized Feb 19, 2008. Length 172 pages

https://babel.hathitrust.org/cgi/pt?id=wu.89048376008;view=1up;seq=12

2004, Title: The Wonder of Tao: A Meditation on Spirituality and Ecological Balance.
Author: James Eggert.
Illustrations and Calligraphy by Li-chin (Crystal) Huang
Green Dragon Publishing. Printed in the United States of America and
the United Kingdom.

2018 Title: A Mystic Flow. Poems.
Publisher: Xena Crystal LC Huang

https://www.bookemon.com/flipread/777800/mystic-flow-from-sun-sun

Theses/Dissertation

2015, Dissertation: Preferences, Pedagogical Strategies,and Challenges of Instructors Teaching in Multiple Delivery Formats within A 2-Year College Context. Dept. of Curriculum and Instruction, Learning Technologies (previous Instructional System and Technology), University of Minnesota-Twin Cities.

1997, Thesis Research Project: Integrating Multimedia Technology into Art Curriculum with Classroom Implementation. Wayne State College.

1986, Thesis: Social Ideology and Gender Roles- Women's Issues in Contemporary society. Socio-political Science (the Graduate Institute of National Development), National Taiwan University.

Research Papers/Publications, Posters, and Projects

2017, Internationalizing the Curriculum Conference, Panelist, 2017

Apr 13, 2017 publication description Crystal Li-chin Huang Learning-Teaching-Sharing Blog

Title: “The Voice of Faculty and Staff”

2012, title: Integrate Learning Technologies into A Social Science Course-Race, Ethnicity and Diversity Studies
https://drive.google.com/?utmmedium=et&utm_source=about&utm_campaign=et-about%23my-drive
Presented at the 28th Distance Teaching and Learning Conference
at UW-Madison, Aug, 2012.
Paper published in the Conference proceedings. https://drive.google.com/?utm_medium=et&utm_source%20=about&utm_campaign=et-about%23recent

2012, Project Presentation- STEMSS
Project presentation to the future- STEM scientists for the local district.
https://www.linkedin.com/profile/edit?trk=nav_responsive_sub_nav_edit_profile

2009, Title: “What is the Lived Experience of Designing and Teaching Multiple Delivery Methods -Live Meeting, Hybrid, Online, and Face To Face (f2f) within a Semester at a Technical College Setting”?
Paper presented at the 2009 AECT International Convention, Louisville, KY
Published in the Convention Proceedings, and in the ERIC
http://files.eric.ed.gov/fulltext/ED511355.pdf

2009, Title: Learning Information Technologies as Empowering Tools to Narrow the Gender Gap in the Rural-Urban Spectrum - a Review from Global to Domestic Perspective (Project Leader: Dr. Susan Walker)
Paper presented at the 2009 AECT International Convention, Louisville, KY
Published in the Convention Proceedings, and in the ERIC
http://files.eric.ed.gov/fulltext/ED511355.pdf

2008, Title: Beauty and Artistic Beauty
Presented at University of Minnesota-Twin Cities, 2008
http://tinyurl.com/XenaCrystalLCHuang-A

2008, Title: Green and Dao
“The Wonder of the Tao-Six Meditation on Science, Spirit,
and the Future of Economics”
Presented at University of Minnesota- Twin Cities, 2008
http://tinyurl.com/XenaCrystalLCHuang-B

2008, Title: Freedom Writers
Presented at University of Minnesota- Twin Cities, 2008
http://tinyurl.com/XenaCrystalLCHuang-C

The next 5 research projects, due to my job descriptions (mainly, as hired in a Non-Research Institution of a 2-year college setting, the dir. of professional development (a male) at that time/2010, informed me that the school budget supported attendees, but not the researcher-presenters), I was unable to attend/present to the following conferences.

2015, Research proposal: Title:
“How Could It Be, Two Identical Online Deliveries in One Composite, and One Did So Well,
While the Other… , accepted by Association of Educational Communication and Technologies (AECT) for presentation
at the 2015 International Conference.

2010, Research proposal. Title:
“Struggles and Triumphs– A Female Minority Social Science
Instructor’s Reflection on Sociology Web-conference Course in
Facilitating Disadvantaged Learners”,
accepted by Association of Educational Communication and
Technologies (AECT) for a presentation
at the 2015 International Convention.

2010, Research proposal: Title:
“From Quantity to Quality - Quality Matters! But, What and How Does It Matter?
– Pursuing Online Courses Quality Assurance One Step at
A Time!” accepted by the Association of Educational
Communication and Technologies (AECT)
for a presentation at the 2015 International Convention.

2010, Research proposal. Title:
“Live Meeting: Web-conference Triumph in Sociology Course
facilitation”, accepted by the League of Innovation for a
presentation at the 2010 Maryland Conference.

2010, Research proposal. Title:
“Constructing a Bio-ecological System of Teaching and Learning Environment for 2-year College”, accepted by the League of Innovation 2010 Maryland Conference

-----------------------------------------
2008, Quantitative Research Project. Title:“Do The Knowledge Of Using The Internet And The Annual Income Level Affect The Total Life Skill Assessments Of Rural Low Income Mothers”? University of Minnesota - Twin Cities (as part of my collaborative research projects)

2008, Co-presenter: The 16th Midwest Quality Research Conference
Topic: “The Lived Experience of Relocated Teachers in Korea”,
at St. Thomas University.

2008, Co-presenter: “A Brief Introduction to the Multimedia
Enhancer” at UW-Stout.

2008, Co-presenter: “A Mini-presentation: A brief of CMS”
at UW-Stout

2007-8, Collaborative Research Project: Joined the “Rural
Families Speak”
– A Multistate, Longitudinal and Multidisciplinary research
project, focusing on low-income women’s using information
technology, University of Minnesota - Twin Cities.

2007, research project presentation. Title: “Reflection on the Pedagogies of the Oppressor and the
Oppressed”, at University of Minnesota - Twin Cities

2007 The Four Asian Dragons.
Presented at Professor Husby's International Business program http://www.authorstream.com/Presentation/lchuang-229189-4-dragons-new-entertainment-%20%20%20%20%20%20%20%20ppt-powerpoint/

2006, Research paper: Exploration of PCTMK Model of Hybrid Teaching.
Published as an Op-Ed in the Dunn County News.

2004, Collaborative project.
Assisting professor emeritus Jim Eggert as a translator and
illustrator of the Book-
“The Wonder of the Tao- A Meditation on Spirituality &
Ecological Balance”. FL: Brumby Holding, Inc.

2004, Panelist, UW-System Women's Study Consortium
Topic: “A Hermeneutic Phenomenological Study of Childless
Issues in Contemporary American Society”, at UW-Stout.

2003, Keynote speaker:
Annual Spring Awards and Recognition of Multicultural Student Services at UW-Stout.

2003, Presenter, “A Cultural Sojourner's ‘Courage to teach’ in
Intro-Sociology”, at UW-Stout.

2002, Poster presentation, Student and Faculty Research Day:
”An Action Research Report on a Spontaneous Thematic
Pedagogy in Intro-Sociology”, at UW-Stout.

2002, Panelist- International Forum
AAUW Midwest Regional Conference Presentation:

1.“The Trajectory of Women's Transformation via Education
- 3 Women's Stories”, at Rapid City, South Dakotahttp://www.authorstream.com/Presentation/lchuang-1577072-mini-cultural-presentation-%20%20%20%20%20%20%20%20calligraphy/mini-cultural-presentation- calligraphy/

2. Story-tellinghttp://www.authorstream.com/Presentation/lchuang-224205-3-women-stories-%20%20%20%20%20%20%20%20gender-presentation1-education-ppt-powerpoint/

2001, Teaching Day Display,
“Sociological Pedagogy-Blending Teaching Strategy to Empower Student Active Learning”, at UW-Stout.

2001, Presenter, Professional Development Day:
“Enhancing Active Teaching/Learning Via Electronic application” at UW-Stout.

2001, Research paper:
“A Thematic Approach of Teaching Sociology during September
11th Crisis”, accepted to the Midwest Sociologist Conference

------------------------------------------

2014 Diversity Pedagogical Project
-The Gettysburg Address recorded in English, Mandarin,
and Taiwanese http://www.youtube.com/playlist?list=PLR4PZFwrj-hN3un6lZg_ADXauCGe7JCCy

Affiliations /Associations

American Education and Research Association (AERA)

Association for Educational Communications and Technologies (AECT)

International Society for Technology Education (ISTE)

Association for Career and Technical Education (ACTE)

Wisconsin Association for Career and Technical Education (WACTE)

National Educational Computing Conference (NECC)

CVACTE, EDUTOPIA

American Sociological Association.

Member of American Association of University Women (AAUW)

Governance Involvements

Executive Secretary of Li-ling Huang Gender Equity Memorial Endowment at Chippewa Valley Technical College (CVTC). (2016 to present).

Sponsor of the Tsai-Huang Memorial Endowment Scholarship at CVTC. (2007 to present).

Adviser of Art Club at CVTC (2016 to present).

Adviser of Diversity Student Organization at CVTC (2011-2013).

Co-chair of Professional Development Committee of
Chippewa Valley Technical College Career and Technical Education Association (2009-2011).

Chair of the Chippewa Valley Technical College Education Association Scholarship Foundation (2010 to present).

CVACTE Event/Year Book Coordinator (2010-11).

Representative of ALC (Academic Leadership Council –WTCS).

Representative to the Advisory Committees of Renal Dialysis, Surgical Technician programs.

Course representative of Art Appreciation and Diversity Studies.

Nominations and Awards


2019, nominated to the Teaching Excellent Award at Chippewa Valley Technical College.


2013, nominated to the Teaching Excellent Award at Chippewa Valley Technical College.

2010, nominated to the Teaching Excellent Award at Chippewa Valley Technical College.

2006, nominated and the recipient of the Regional Outstanding Teacher of Chippewa Valley Technical College.

2001, nominated and the recipient of the Outstanding Contribution to UW-System and Women of Color representing UW-Stout in 2001.

Activities in Taiwan

1989-1990 Taiwan-China policy researcher at the Executive Yuan

(大陸工作會報兩岸政策研究員 - 陸委會前身
Central Government), Taipei.


- 1988: Elected as the Supervisor
of the National Congressional Assistant Association, Taipei.
(首屆國會助理協會監委)

- 1987-88: Delegate of Taiwan, invited

by both Congresses of Taiwan and the U.S. to observe the

Primaries and Causes in New Hampshire and Iowa as well as

followed the Presidential campaign trails.

- 1985-88

1. Journalist at the Ta Hwa Evening News, Taipei.

2. Cultural/English tour guide at the Ministry of
Transportation, Taipei, Taiwan.

3. Twice Campaign Coordinator and Speaker, and later,

the Speech Writer in the Congress.
(問質詢總主筆, 競選文宣策劃, 選民服務)

4. Executive Secretary and member of Taipei
Women Rescue Foundation.
(台北婦女救援會執行秘書長)


1985-87 Congressional aide at the Legislative Yuan

(首屆立法院 國會助理 Congress of Taiwan), Taipei


Job including: coordinating election campaigns,

Congressional speech writer (質詢總主筆)
and serving constituencies.


- 1984-85: Summer and Winter Camp Speaker. (奉派執行冬令夏令營巡迴演講)


Previous career:

Military educator, and English/Japanese instructor at
Chung-San girls' High School, Chung-Sing University,
Taipei-Tech College, and Chang-Shu high school.

Others:

Grad Student Activities:

College and Graduate School at National Taiwan University

- Vice Chairperson

of the Graduate Association of National Taiwan University.

- Due to a National Crisis, I joined the Army Academic.
A retired Captain since 1985.

- Four semesters top 3% students of Sociology Department,

National Taiwan University.

- Selected, members of softball and volleyball varsity teams,
National Taiwan University.

Non-Academic Publications/Writing:

· Calligrapher and illustrator

of The Wonder of the Tao-Six Meditation on Science, Spirit,

and the Future of Economics by Jim Eggert.

A Human Trade Group Publisher, FL., 2004.

· Karma Ode, Burning Snow-Poetry, 2002, (in process).

· "Introductory Miao (Hmong) History and Culture by Tinqgui Li":

Translation,(collaborated with Steve Vang.) Wisconsin, UW-Stout. 2001.

· A Comprehensive History of the Chinese Miao (Hmong) by Xingfue Vue.

Translation. (collaborated with Steve Vang.), Wisconsin, UW-Stout, 2001.

· 10 articles related to cultural phenomena
for the Dunn County News, 1998-1999:

1. A thought to the Humane Society.

2. Homeopathy- a look from a tradition medical perspective.

3. The sociocultural perspective to Mulan.

4. Gua Sha-the traditional home remedy.

5. Halloween in the U.S. vs. Ghost Festival in Asia.

6. Organic products and its co-op practice.

7. Bosnia first hand report-Military sisters.

8. A cultural-sojourner's multicultural perspective.

9. Mini international house-visit the "Sharon the ambassador".

10.The legends behind Chinese New Year in Taiwan.

Selected writing/proposals as A Congressional Aide:

· “Women and Social Order,”

The Research and Assessment Monthly, Taipei, Taiwan, 1990.

· “The Interpellation to the Central Government”

- a compilation of 3 volumes (300 articles) relating to social welfare

and political system reformation drafted by me when working at

Congress,1986-88.

Some articles related to Women's issues are:

1. A proposal for "Equal Right, Equal Pay and Equal Opportunity of Employment

for both genders." September 29th,1987, the 80th session Legislative Yuan.

2. A proposal to Establish the "'Ministry of Women's Affairs'

to implement the Social Welfare for Women."

January 6th, 1988, the 80th, session, Legislative Yuan.

3. An interpellation on the issue of the Dilemma of

Single Parent and Divorced Women. January 19th,

1988.the 80th session, Legislative Yuan.

4. An interpellation on the issue of "the Myth of Marriage and

Increasingly Dysfunctional Families in contemporary society."

January 18th, 1987, the 80th session, Legislative Yuan.

· Personal Quantitative Research Project:

"Gender and Political Tolerance-The Study of Dane County,

Wisconsin." UW-Madison, 1992.

Hobbies

Enjoy reading, writing, poetry, music, cooking, visual art-making, nature and pet-caring.

Like to play basketball, ping pong, volleyball, tennis, softball, swimming, and hiking.

Li-chin (Crystal) Huang


WebSite: http://ci8395.blogspot.com/


https://www.youtube.com/user/huangzena




Learning and Teaching of Crystal Li-chin Huang