Both in ancient China and Western countries educators emphasized cultivation of students’emotions, personalityand character, among whom Confucius, the great Chinese thinker and educator and Locke, the famous Britishp...Both in ancient China and Western countries educators emphasized cultivation of students’emotions, personalityand character, among whom Confucius, the great Chinese thinker and educator and Locke, the famous Britishpolitical thinker, philosopher and educator are two representative figures. The former contended the primaryconcern on cultivation of Junzi, an idealized personality with virtue and righteousness and the latter pushed themodern Western gentleman education to the summit under the unique British noble system and the tradition ofelite education. This paper makes a contrastive study of Confucius’s Junzi education and Locke’s gentlemaneducation. Through analyzing and comparing the unique Confucian moral principles and Locke’s insights intogentleman education, the study finds that although there are common grounds and similarities between ConfucianJunzi education and Locke’s gentleman education, they are different from each other in teaching target groups,teaching methods and teaching contents. This study helps to bring a significant rethinking for charactercultivation and enrich the contemporary educational ideas from a cross-cultural perspective.展开更多
This paper makes a comparative analysis by selecting British gentleman culture and American cowboy culture,the two distinctive cultures,to trace their roots,explore their connotations,and search for their similarities...This paper makes a comparative analysis by selecting British gentleman culture and American cowboy culture,the two distinctive cultures,to trace their roots,explore their connotations,and search for their similarities and differences,so as to better understand the respective characteristics of British and American cultures.The result shows that although the two cultures have different styles,which can interpret two different ethnic cultures,they are related by blood and have certain commonalities.展开更多
In Mrs.Gaskell’s Wives and Daughters,she successfully depicted the male character,Mr.Gibson,leaving the world a model man who is sensible,loving,honest,responsible,observant,intelligent,generous,kind-hearted and full...In Mrs.Gaskell’s Wives and Daughters,she successfully depicted the male character,Mr.Gibson,leaving the world a model man who is sensible,loving,honest,responsible,observant,intelligent,generous,kind-hearted and full of self-esteem,a model Victorian gentleman.展开更多
This paper examines in a comparative manner how remembering and forgetting contribute to self-constitution in Walker Percy＇s The Last Gentleman and William Alexander Percy＇s Lanterns on the Levee. In The Last Gentle...This paper examines in a comparative manner how remembering and forgetting contribute to self-constitution in Walker Percy＇s The Last Gentleman and William Alexander Percy＇s Lanterns on the Levee. In The Last Gentleman, Will Barrett embarks upon a journey from the North to the South in quest of identity. Lanterns on the Levee features a similar identity quest pursued, this time, by an autobiographer who records the very process of this quest rather than representing it by a fictional character. Percy the stoic restores realness to people in a lost world, from whom he derives his self and in whom his self is deeply rooted, by remem- bering the personally significant and good past and forgetting the personally insignificant and evil present. In so doing, he not only asserts his personal identity but continues to construct it in an imaginative way. Will, by contrast, seeks to constitute and ascertain his stoic identity both by attempting to forget the every- dayness of ordinary life and thereby establish a genuine relationship with people and by undertaking the pursuit of a fatherly figure who echoes his tenacious memory of his father. Both Will and Percy, however, may be called what Kierkegaard calls a knight of infinite resignation.展开更多
基金This paper is part of the outputs of the project“A Comparative Study on the Urban Linguistic Landscape of Guangdong-Hong Kong-Macao Greater Bay Area under the background of globalization(No.2019GZYB81).
文摘Both in ancient China and Western countries educators emphasized cultivation of students’emotions, personalityand character, among whom Confucius, the great Chinese thinker and educator and Locke, the famous Britishpolitical thinker, philosopher and educator are two representative figures. The former contended the primaryconcern on cultivation of Junzi, an idealized personality with virtue and righteousness and the latter pushed themodern Western gentleman education to the summit under the unique British noble system and the tradition ofelite education. This paper makes a contrastive study of Confucius’s Junzi education and Locke’s gentlemaneducation. Through analyzing and comparing the unique Confucian moral principles and Locke’s insights intogentleman education, the study finds that although there are common grounds and similarities between ConfucianJunzi education and Locke’s gentleman education, they are different from each other in teaching target groups,teaching methods and teaching contents. This study helps to bring a significant rethinking for charactercultivation and enrich the contemporary educational ideas from a cross-cultural perspective.
文摘This paper makes a comparative analysis by selecting British gentleman culture and American cowboy culture,the two distinctive cultures,to trace their roots,explore their connotations,and search for their similarities and differences,so as to better understand the respective characteristics of British and American cultures.The result shows that although the two cultures have different styles,which can interpret two different ethnic cultures,they are related by blood and have certain commonalities.
文摘In Mrs.Gaskell’s Wives and Daughters,she successfully depicted the male character,Mr.Gibson,leaving the world a model man who is sensible,loving,honest,responsible,observant,intelligent,generous,kind-hearted and full of self-esteem,a model Victorian gentleman.
文摘This paper examines in a comparative manner how remembering and forgetting contribute to self-constitution in Walker Percy＇s The Last Gentleman and William Alexander Percy＇s Lanterns on the Levee. In The Last Gentleman, Will Barrett embarks upon a journey from the North to the South in quest of identity. Lanterns on the Levee features a similar identity quest pursued, this time, by an autobiographer who records the very process of this quest rather than representing it by a fictional character. Percy the stoic restores realness to people in a lost world, from whom he derives his self and in whom his self is deeply rooted, by remem- bering the personally significant and good past and forgetting the personally insignificant and evil present. In so doing, he not only asserts his personal identity but continues to construct it in an imaginative way. Will, by contrast, seeks to constitute and ascertain his stoic identity both by attempting to forget the every- dayness of ordinary life and thereby establish a genuine relationship with people and by undertaking the pursuit of a fatherly figure who echoes his tenacious memory of his father. Both Will and Percy, however, may be called what Kierkegaard calls a knight of infinite resignation.
