Seminar

On May 19, CERC hosted a seminar titled “Methodological Challenges in Researching the ‘International’ in Education and Area Studies.” The session was led by Professor Kenneth King, Emeritus Professor of International and Comparative Education at the University of Edinburgh, and attracted 47 participants both online and in person.

In this engaging and thought-provoking talk, Professor King critically examined dominant approaches to research in international and comparative education. He proposed alternative perspectives that highlight the value of documentary studies, everyday experiences, counter-intuitive thinking, decolonising methodologies, and the role of serendipity in shaping research practices.

The seminar also addressed key structural challenges in the field, such as the influence of consultancy-driven agendas, the persistent imbalance in North–South research collaborations, and the constraints posed by academic publishing and research locations.

This event built on themes from Professor King’s 2019 book, Education, Skills and International Cooperation: Comparative and Historical Perspectives, published by CERC following his appointment as a Distinguished Visiting Professor at the University of Hong Kong. Copies of the book were made available at a special discounted price during the event.

 CERC continues to provide a vital platform for critical dialogue and reflection on pressing issues in the field of comparative education.

One of CERC’s newest special interest groups (SIG) is the Comparative Studies in Educational Traditions (convened by Professor Lili Yang). This SIG seeks to draw on the wisdom of different traditions (onto-epistemic, cultural, educational) and to critically examine what, if anything, these traditions might offer in helping to address issues in contemporary society and education. In doing so, the SIG resuscitates a long-standing strand of research within HKU and CERC focused on dialogue, difference, and development of new paradigms for education (Manzon, 2015), as found in works such as Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations (Hayhoe & Pan, 2000) and The Chinese Learner (Watkins and Biggs, 1996). It also responds to growing critiques that fields such as comparative education, educational philosophy, and higher education tend to exclude/overlook traditions beyond former Latin Christendom (‘The West’) (Jackson & Kwak, 2025, L.Yang & Tian, 2022; R.Yang, 2019)

One of the longest-standing and perennially influential traditions in East Asia is Confucianism. Since the mid-20th century, Hong Kong has been one of the key centers where the development of modern Confucianism has taken place (around names like Tang Junyi (唐君毅) and Qian Mu (錢穆) of CUHK, Mou Zongsan (牟宗三) of HKU/CUHK, and many others). Thus, as a first step in the larger project, members of the Traditions SIG initiated a Reading Group to better understand the Confucian legacy, its modern interpretation, and the outlines of the international and domestic dialogue(s) to date. The Traditions Reading Group has held 6 sessions since last November. For CERC members unable to join but interested in these new directions, below we provide a more detailed summary of the activities and conclusions of the dialogues within the Reading Group:

• On November 27^th2024, we read and discussed a paper by a Mainland Confucian scholar, Chen Yun (2019). In this paper, Chen pointed out some potential limitations of Hong Kong/Taiwan modern Confucianism, and attempted to overcome these by applying Confucianism more in the political/institutional space. Although this paper was insightful in many ways, some members of the Reading Group expressed serious concern as to whether institutional (institutionalized) Confucianism is legitimate and favorable. Therefore, in order to have a deeper understanding of Confucianism as philosophy and analyze the implications for contemporary society more thoroughly, the group collectively decided to trace the historical transformation of modern Confucianism.

• On February 5^th2025, the group read A Manifesto for a Re-appraisal of Sinology and Reconstruction of Chinese Culture by Mou Zongsan (牟宗三), Tang Junyi (唐君毅), Xu Fuguan (徐復觀) and Zhang Junmai (張君勱) (1958). The Chinese title is: 為中國文化敬告世界人士宣言：我們對中國學術研究及中國文化與世界文化前途之共同認識. Whenever possible, the group reads a work in both Chinese and English versions, to pick up nuances and translation issues. In clarifying the academic stance of leading Confucian scholars at that time, the Manifesto is of great historical significance in the development of contemporary Confucianism. Its authors, major representatives of contemporary New Confucianism, pointed out that the direction of Chinese cultural and intellectual studies should be to develop universal values of democracy and science from within their own traditions, and at the same time contribute to world civilization with Confucian moral philosop The Group felt that although the Manifesto certainly had historical limitations, such as uncritical acceptance of purportedly ‘universal values’ originating in Western Europe, the stance of the Manifesto still provides us valuable insights of how to approach traditional cultures and thoughts in a globalized world society. Most of all, the Manifesto underscores how HK has long been at the center of the dialogue/harmonization of Western modernity and Chinese tradition, and reveals how earlier generations of HK-based scholars attempted to contribute constructively to the global dialogue around philosophy, culture, education and so on.

• On February 13^th2025, the Reading Group read a recent paper by Ni Peimin (2021), which focused on re-examining core claims of the Manifesto after 60 years of its publication. Ni elaborated on “Xin-Xing zhi xue” (the study of heart-mind and human nature, 心性之學), which the authors of the Manifesto described as the roots of Chinese thought, by tracing the historical transformation of these. Ni further examined the contemporary discussions and debates on connotations of “Xin-Xing”, and then went on to claim that the Confucian account of “human nature” should not be understood as descriptive but instead should be viewed as prescriptive. Therefore, instead of a metaphysical account of what is human, Confucian philosophy of “Xin-Xing” is at the same time a philosophy of “Gongfu” (功夫/工夫), that is what should human be and how to become such humans.

• On February 17^th2025, some members of the group went on a field trip to New Asia College at the Chinese University of Hong Kong to meet Prof. Chung-yi, Cheng (鄭宗義). New Asia College historically has deep connections with contemporary New Confucianism, as two of its founders, Qian Mu (錢穆) and Tang Junyi (唐君毅), are leading representatives of this tradition. In visiting New Asia College, Prof. Cheng, who is a director successor of this line of contemporary New Confucianism and a leading global scholar of Confucianism, taught us about the history and recent development of contemporary New Confucianism. He also provided us with deep insights and rich inspirations of how Confucianism can contribute to educational studies in contemporary society. We felt very honored and grateful to have this opportunity to directly learn from the leading scholar in Confucianism studies and once again realized the potential to (re)connect education with the rich philosophical tradition in Hong Kong. Prof. Chung-yi is part of Professor Jackson’s major project (together with Prof. Duck-Joo Kwak) on educational philosophy beyond the Western world, and came to HKU in November 2024 as part of the collective work on Professor Jackson’s project. In this way, CERC activities are now synergizing with the work of leading scholars in the Department.

Picture of Prof. Cheng with members of the reading group at CUHK. The location is New Asia College’s Pavilion of Harmony. In Chinese, the name is He Yi Ting合一亭, which also makes possible the translation of the Pavilion of Unity. It was designed based on Qian Mu’s Neo-Confucian inspired ideal of “The Union of Man and Nature”, and carries forth the idea of the interconnection between Heaven and Humanity.

• Following Ni’s paper, on March 19^th, we further read Peng Guoxiang’s (2015)chapter to explore Neo-Confucian (Zhu Xi 朱熹) ideas of Confucianism as practical philosophy. Peng focused on Zhu Xi’s method of reading Confucian classics and suggested that in Confucianism, reading is more than mere obtaining of knowledge, it is also about contemplating on and acting according to the words of sages and pursuing morally self-perfection through this practice. Interestingly, Chung-yi Cheng had written a similar piece around the same time that was highly resonant with Peng Guoxiang’s account, helping the Reading Group clarify how to navigate the tension between modern and tradition in the act of reading itself. Some members pointed out that Zhu Xi’s method of deep reading can be pedagogically beneficial as a countermeasure against the tendency of standardization and datafication in education. However, it is also important to rethink what should be the aims and the contents of deep reading in the contemporary world.

• As the Reading Group had encountered several times in previous readings the claim that Confucianism is not primarily a metaphysics concerning what is, but instead an ethical and practical philosophy concerning what ought to be, on April 17^th, we decided to read a chapter by Meng Peiyuan (2015) discussing how is and ought were united in Zhu Xi. Through analyzing the usage of the concept of Li (理) in Zhu Xi’s writings, Meng claimed that the Is and the Ought were united in this concept because Li at the same time represents the myriad creations of nature and the purposiveness towards the good. Although we found Meng’s analysis helpful in understanding Zhu Xi’s philosophy, we also admitted that further elaboration would be necessary if we want to let Confucianism inform the decision-making process in contemporary society.

As detailed here, many deep discussions and inter-connections have been generated from this monthly Reading Group. Not only has the group provided its members with precious opportunities of reading and learning about one tradition (Confucianism), but it has also served as a platform to discuss the necessity, the limitations and the approaches of resuscitating traditional thoughts in contemporary society and education. Moreover, each session serves as actual practice in developing a bi/multi-cultural mindset (Shen & Yang, 2025) and becoming aware of our own inherent assumptions and embodied cultural resources (Zhu, Shen, & Yang, 2024). These are foundational dispositions necessary for bridging traditions. As such, the activities in the Reading Group align with and extend the vision of the Traditions SIG, namely that: in a time of multiple crises, it is necessary to restore connection with philosophical traditions in order to imagine a different future beyond the horizon of Western modernity. The SIG and this reading group will continue to pursue this vision through our ongoing activities.

References

Chen, Y. (2018). The Mainland Confucian Revival and Its Problems as Seen from the Perspective of “Civilizational Theory.” Contemporary Chinese Thought, 49(2), 139–150. https://doi.org/10.1080/10971467.2018.1496655

 Mou, Z., Tang, J., Xu, F. & Zhang, J. (1958) A Manifesto for a Re-Appraisal of Sinology and Reconstruction of Chinese Culture. in Chang, C. (Eds.) The Development of Neo-Confucian Thought, vol. 2 (pp.456-483) New York: Bookman Associates.

 Ni, P. (2021). Theories of the heart-mind and human nature in the context of globalization of Confucianism today. Dao, 20(1), 25–47. https://doi.org/10.1007/s11712-020-09760-x

 Peng, G. (2015). Spiritual and Bodily Exercise: The Religious Significance of Zhu Xi’s Reading Methods. In Returning to Zhu Xi: Emerging Patterns within the Supreme Polarity (pp. 325–342). State University of New York Press.

 Meng, P. (2015). How to unite is and ought: An explanation regarding the work of master Zhu (Colwell, E., & He, J., Trans.). In Jones, D., & He, J. (Eds.), Returning to Zhu Xi: Emerging patterns within the supreme polarity ( pp. 273-297). State University of New York Press.

CERC will host a seminar on May 19th, featuring Professor Kenneth King, Emeritus Professor of International and Comparative Education at the University of Edinburgh. In this thought-provoking session, Professor King will challenge dominant approaches to research in ‘international’ and comparative education by proposing alternative perspectives that highlight the value of documentary studies, everyday experiences, counter-intuitive and decolonising approaches, and the role of serendipity in shaping research practice. The seminar will also raise critical questions about the influence of consultancy-driven agendas, the imbalance in North–South research collaborations, and the structural challenges posed by academic publishing and research locations.

The seminar marks a link to themes developed in Professor King’s book Education, Skills and International Cooperation: Comparative and Historical Perspectives, published by CERC in 2019 following his appointment as a Distinguished Visiting Professor at the University of Hong Kong. Copies of the book will be available at a significantly discounted price during the event.

Please refer to the information in the poster to participate. All are welcome!

CERC is pleased to announce an upcoming seminar on May 8th, 2025, featuring Professor Michele Schweisfurth, a leading scholar in the field of international and comparative education. In this session, Professor Schweisfurth will explore the complex relationships between pedagogy and its local, national, and global contexts, raising fundamental questions about the role of pedagogy in shaping education’s broader purposes.

Drawing on over 25 years of research—particularly, though not exclusively, in Global South contexts—she will examine different ways of conceptualising teaching practice. These range from the nuanced concept of the “pedagogical nexus” (Hufton & Elliott, 2010; Schweisfurth & Elliott, 2019) to the growing reliance on evidence-based “best practice” prescriptions. The presentation will also share insights from her forthcoming book, Schweisfurth 2025, offering fresh perspectives on current pedagogical debates.

This seminar will be of particular interest to educators, researchers, and policymakers seeking to better understand the cultural, ethical, and political dimensions of pedagogy in today’s interconnected world. Please refer to the detailed information in the poster to join. All are welcome!

On April 17, 2025, a thought-provoking CERC seminar titled “Confucian and Buddhist Philosophies of Education in Watsuji Tetsurō（和辻哲郎）” was held online, drawing a total of 23 participants from both virtual and in-person platforms. The event featured Professor Anton Sevilla-Liu, who delivered an insightful lecture exploring lesser-known aspects of the Japanese philosopher Watsuji Tetsurō’s thought.

Best known for his work on relational ethics and the influence of milieu on culture, Watsuji is often peripherally associated with the Kyoto School. However, as Professor Sevilla-Liu highlighted, Watsuji also developed a nuanced—though scattered—philosophy of education, especially in his three-volume work Ethics (1937, 1946, 1949). While these works touch upon ideas of socialization and social change, they stop short of elaborating a full educational theory.

To delve deeper, Professor Sevilla-Liu turned to two of Watsuji’s under-researched texts: Confucius (1938) and Purifying Zen (1926). In Confucius, Watsuji presents education as a process of finding one’s place within a learning community and entering into cultural life. This model emphasizes a relational virtue grounded in a “call-and-response” dynamic but tends to lack space for critical agency and individual self-reflection.

In contrast, Purifying Zen reveals a strikingly different view, centered on the Zen monk Dōgen and the transformative experiences between master and disciple. Here, education emerges as an awakening of the self—one that questions established orders and fosters individuality through direct, personal encounters.

Professor Sevilla-Liu invited the audience to reflect on how these philosophical insights speak to contemporary global educational challenges: Is education more than skill acquisition? Can it facilitate genuine encounters with others? How can we balance the goals of social integration with the nurturing of unique and creative selves?

The seminar offered a rich dialogue on these questions, inspiring educators, scholars, and students alike to rethink the deeper purposes of education in today’s interconnected world.

CERC will have its Annual Meeting Seminar session on May 13th, please stay tuned for this event!

On 21st February 2025, CERC hosted a seminar titled A Critique of Critical Thinking, featuring a dialogue between Mr. Kong (played by Professor Daniel A. Bell) and Mr. Hu (played by Professor Jeremy Rappleye, the director of CERC).

In this engaging session, Professor Bell, Chair of Political Theory at the Faculty of Law, HKU, took on the role of Mr. Kong to critique the modern educational emphasis on critical thinking, drawing on passages from the Analects of Confucius. Responding in the role of Mr. Hu, Professor Rappleye raised objections inspired by liberal thought, sparking a lively and thought-provoking exchange between Confucian and liberal perspectives. This session was joined by participants from online and onsite.

Professor Bell, a distinguished scholar whose works include The Dean of Shandong (2023) and The China Model (2015), among others, brought deep insights into the cultural and philosophical underpinnings of education debates in this event.

The seminar offered a unique opportunity to reconsider the foundations of educational values in an era that increasingly prizes critical thinking.

On March 7, 2025, the Shadow Education Special Interest Group (SIG) hosted an insightful online talk titled “Different Contexts, Similar Mindsets? Comparing Parental Decision-Making in Private Tutoring in Hong Kong and the Czech Republic.” The session featured Dr. Nutsa Kobakhidze (The University of Hong Kong) and Dr. Vít Šťastný (Charles University), who shared findings from their comparative study on parental perspectives in shadow education.

Drawing from interviews with 145 parents across both regions, the speakers examined key influences shaping parental choices, including emotions, cognitive biases, and “bounded rationality.” Despite geographical and cultural differences, the study highlighted striking similarities, particularly in the role of child agency—parents in both contexts actively involved their children in tutoring decisions.

Beyond cultural factors, the discussion explored how social class, global parenting norms, and social media contribute to shaping parental mindsets. The speakers emphasized the need for further research on these global influences and their evolving impact in an increasingly interconnected world.

In addition to the seminar, Dr. Kobakhidze and Dr. Šťastný introduced the Shadow Education Resource Center, a newly developed database and bibliography dedicated to research on shadow education.

The Shadow Education SIG continues to provide a platform for scholars to engage in critical discussions on private tutoring and its implications worldwide. Stay tuned for our upcoming events!

On 13th February 2025, the Comparative Education Research Centre (CERC) at the University of Hong Kong hosted a seminar titled Diasporic Identities, Multiculturalism and Pedagogic Challenges, delivered by Professor Fazal Rizvi from the University of Melbourne, Australia.

In his presentation, Professor Rizvi discussed how transnational mobility has reshaped communities and schools worldwide, leading to new complexities in understanding migration, cultural identities, and the politics of cultural difference. He highlighted how migration today often maintains strong ties to home countries, fostering the development of dynamic diasporic identities.

Using a vignette, Professor Rizvi examined the challenges diaspora students face as they navigate the expectations of their local lives alongside the demands of their transnational communities. He argued that traditional models of multicultural education are no longer sufficient to address these emerging issues, calling for new approaches to support students in dealing with the ethical dilemmas brought about by global mobility.

The seminar offered timely insights into the evolving nature of education in increasingly diverse and interconnected societies, adding great value to the field of comparative education.