This semester, I enrolled in the specialized course on the Special Topics in Money for a Quarter of Humanity : A History of Chinese Currencies from Ancient to Modern Times offered by Professor Kuroda Akinobu. The reason I chose this class is that I majored in history and economics, gaining a certain level of expertise in both fields during my undergraduate years. Despite my current focus on management in graduate school, my interest in exploring the history of Chinese currency remains strong, hoping to gain a deeper understanding of its developmental trajectory.
This course has proven to be profoundly enlightening for me. The impressive content can be divided into two main aspects. Firstly, the professor adeptly utilizes a variety of historical materials to narrate the evolution of Chinese currency. By incorporating comprehensive sources such as documents, archaeological findings, and historical events, the professor paints a holistic picture of the history of currency. This has led me to appreciate the complexity and richness of Chinese monetary history, emphasizing the necessity of delving into diverse historical sources, ranging from official government documents to civilian records.
Secondly, the professor highlights the preferences and applications of currency among the general populace. This practical perspective holds significant value, as currency is not only a subject of study for historians but also an integral part of everyday life for ordinary people. Understanding the official policies and practical applications of Chinese currency throughout different periods provides insights into the functioning of various historical Chinese societies and the impact of these changes on the lives of ordinary citizens.
In the conclusion, participating in Professor Kuroda Akinobu’s specialized course on the History of Chinese Currency is a valuable and rare learning opportunity. This course has not only deepened my understanding of Chinese monetary history but has also revealed how currency reflects the changes in Chinese society, politics, and economics over the ages.
History is a vivid memory.
I never thought that one day I’ll be so passionate about a class, but yet, here I am, writing this essay on the steps of the Chiang-Kai shek memorial weeks after the field trip organized by our professor.
As an exchange student, I knew that by coming to Taipei I would experience a great cultural opening. Little did I know, however, that I would be spending my week-ends going back to the museums discovered in class and that I’ll be planning my holidays to Green Island in order to complete the notes I took at the Human Rights Museum of Taipei.
I’m really pleased that the classes I’ve chosen involve more than just indoor lessons, and that school trips and guest lectures here are great supports to guide us on our learning journey, as this has helped me to understand a little more about the meaning of History.
History is not only about books and readings. And even though it is a subject from the past, we can still enjoy a very lively experience of it.
Humans have left behind all kinds of artworks and architectures. They appropriated the public space as a means to fight against their ephemeral contingency, allowing their bygone present to become our present from the past, shaping our reality in so many forms.
And as I am seated on the memorial stones still hot from the day that just left, I can affirm without hesitation that we can still touch the past. I would even argue that we can still see and feel it, as some remnants of human evolution stand between the temporal bridge left by Time and our present feelings. I name cinemas and photography as holders of past emotions that still stand in the midst of the ever evolving Time. History is not only academic. It involves senses, subjectivity… and identity.
To conclude on my thought, diversifying means and supports to learn and teach History help younger souls to apprehend a long gone period, event, massacre. History is a vivid subject that still reaches present times and present emotions. It shapes contemporary minds, feelings and visions.
As an exchange student, I had a lot of anticipation about EMI classes especially in History since I really wanted and needed to follow some historical classes. I have been pleasantly surprised by the two classes I decided to take this semester. Indeed, I have followed two classes taught by Professor Ng called Seminar on History, Memory and Justice and Seminar on Socio-cultural issues in Modern Hong Kong.
I had already followed classes taught in English in my home university, but the method followed by Professor Ng is very different from what I had before. In class, the emphasis is on getting everyone involved. Thus, the class is punctuated by constant group discussions on the various subjects we cover. By mixing foreign students with local students in the different groups, I’ve been able to discuss the different visions we have of history and the current issues that arise from it. For example, I remember that when we were debating whether descendants should apologize for the actions of their ancestors, everyone’s culture and background influenced their answers. For me, these classes have been the opportunity to broaden my perspective but also my understanding of how they can be different for everyone.
The Seminar on History, Memory and Justice has been similar in some ways to a seminar I followed in my home university last year. However, the approach has been different and way more interactive. Indeed, Professor Ng tried to use different materials and methods to explain to us the core subject of this seminar. Thus, for example, when we talk about the memory of the Gwangju Democratic Movement in Korea, we discover how the memory of this event has been conveyed by watching the movie “The taxi driver” and attending a lecture from Korea by Dr. Kim Sangduk. We also had the opportunity to go on a field trip. Thanks to this trip we discovered the different aspects of the White Terror Period’s memory as we visited the Chiang Kai Shek Memorial and the Human Right Museum Jing-Mei White Terror Memorial Park.
This method has also been the one used in the Seminar on Socio-cultural issues in Modern Hong Kong. Thus, we attended a lecture by Prs. Chan Kin-Man and put in perspective his lecture with a documentary. As we talked and debated about the social movements in Hong Kong, I really want now to discover the other perspectives of these events, for example the Chinese one. This class was also the opportunity to learn more about the British colonial period, its implication of Hong Kongese society, such as orientalism and how it has been perceived in other parts of the world. In this class, forging a better understanding of the Hong Kongese society and its evolution have also been discovering the food (by tasting it ourselves), the music and the cinema.
These classes have been the opportunity to learn more on their topics and build a better understanding of how society, culture and history influence each other every day.
Participating in English as a Medium of Instruction (EMI) courses has been a transformative experience, providing numerous advantages and enriching my academic journey. One of the most significant benefits is the enhancement of English language proficiency. EMI courses require constant engagement with English, encompassing reading, writing, speaking, and listening. This immersion has significantly elevated my language skills, fostering a more confident and articulate communication style.
Beyond language proficiency, EMI courses have facilitated meaningful cross-cultural exchanges. Interacting with classmates and professors from diverse backgrounds has broadened my perspectives, fostering a deeper understanding of various cultures. This exposure to a multicultural environment has been instrumental in breaking down cultural barriers and promoting global awareness.
The international perspective embedded in EMI courses has been particularly enlightening. The curriculum often incorporates globalized content, offering insights into international affairs, the global economy, and transnational enterprises. This exposure has equipped me with a more comprehensive understanding of worldwide issues, preparing me to navigate an increasingly interconnected world.
A distinctive advantage of EMI courses is the dual acquisition of subject-specific knowledge and bilingual proficiency. This simultaneous development enhances not only my academic proficiency but also my ability to articulate complex ideas in English within a professional context.
Moreover, the advantages extend to the enhancement of employability. In today’s globalized job market, proficiency in English and a nuanced understanding of international perspectives are highly valued. The competencies cultivated through EMI courses contribute to a well-rounded skill set, making me a more competitive candidate in the professional arena.
Additionally, the experience gained from EMI courses serves as excellent preparation for future endeavors, such as studying abroad or entering an international workforce. The adaptability and cross-cultural skills developed in EMI settings provide a solid foundation for navigating diverse environments.
In conclusion, the benefits derived from participating in EMI courses are multifaceted. From improved language skills and cross-cultural competencies to a more profound understanding of global issues, the impact of EMI education is invaluable. As I reflect on my academic journey, I recognize that EMI has not only enriched my knowledge but has also equipped me with the skills necessary to thrive in an interconnected and multicultural world.
I once came across the quote by a brilliant linguist, writer, educator, and philosopher Umberto Eco, and it goes like this: “What makes a lesson good is not the teaching of dates and pieces of information, but rather that there is a constant dialogue, a confrontation of opinions, a discussion about what you can learn at school and what happens outside of school.” I would absolutely confirm that this quote describes my experience with the History Department’s courses at the National Taiwan Normal University. What makes my experience here rich and vivid is exactly this aspect – the discussion that lets us learn about the phenomena outside of school. It is proved to be the case not only by attendance of the extracurricular events, such as film screenings, or field trips to relevant landmarks, but also by this life lesson, and a constant comparison and relation of what we have learned to what happens in the reality. I experienced this vivid exchange of theoretical and practical knowledge – thanks to Professor William Ng’s input.
Moreover, I highly value Professor Ng’s dedication to broadening our perspectives by engaging us in conversations with historians, by letting us familiarise ourselves with the history first-hand, as well as by inviting us to visit important for Taiwanese history landmarks – and even despite our distance from Hong Kong – letting us have a bite of what Hong Kong might actually taste like.
I have a great appreciation for the fact that the courses are offered in English – moreover, with such intriguing topics that do not let your expectations down. I highly value Professor Ng’s expertise and knowledge of the taught topics, since he constantly provides us with extra material to go beyond our mandatory reading for the class. Thus, taking two seminars, where one is on History, Memory and Justice, and the other on Socio-Cultural Issues in Modern Hong Kong proved to be a valuable experience for my future academic career. I plan to continue my research in the field of Memory Studies, thus Professor Ng’s class set a foundation stone for my academic path.
I would choose the course “Special Topics in Money for a Quarter of Humanity: A History of Chinese Currencies from Ancient to Modern Times.” apart from my interest in the development of Chinese currency, the renowned Professor Kuroda, an international expert in monetary and economic history, is the instructor. I want to seize this precious opportunity to further explore concepts and research in monetary history and identify potential directions for future studies.
In this course on the history of Chinese currencies, Professor Kuroda presents the extensive and complex development of the Chinese monetary system in an engaging and concise style, using practical cases. This teaching approach ensures a lively and interesting learning process that the course content remains easily understandable.
While historical knowledge of the development of Chinese currencies is necessary for this course, a certain level of economic and financial concepts is also required. This knowledge helps students grasp the course content more quickly under the guidance of the professor. Although it is a specialized course on the history of Chinese currencies, Professor Kuroda supplements the lectures by comparing currencies and economic developments in different countries and periods, providing a comprehensive view. Additionally, the professor explores the preferences and usage of currency among the general population, making the structure of the entire course on the history of Chinese currencies more complete.
The course encourages students to engage in multidimensional and divergent thinking. Each class builds on the content covered in the previous week, fostering a more immersive learning experience. Participating in this course is a valuable challenge and learning opportunity for me. Beyond linguistic improvement, learning from the professor and engaging in discussions with classmates under his guidance exposes me to diverse concepts and ideas, expanding my thought patterns and broadening my perspective on events. This course transforms the study of Chinese monetary history into a more dynamic and multifaceted research endeavor.