The trip to Taipei: A travel dairy for myself (Day 1) (updated)

Day 1 - The excitement for the arrival

The four-day trip is a noteworthy journey to memorise for all time, giving you new sense of their culture and custom as soon as you arrived, and you also have an opportunity to taste their various combinations of ingredients which makes up their quintessential Taiwanese meals, and more.

First, the arrival to Taipei International Taoyuan Airport. Not much difference from the Hong Kong International Airport. After an obfuscation for finding the correct bus route, we finally sorted out by figuring out the direction ourselves and eventually set off by boarding the airport coach (named "EVA Bus") to Taipei City to continue our journey, which lasted for about 55 minutes.

Traffic in the downtown of Taipei.

As soon as we alighted the coach, mobile phone bewildered us from contacting the housekeeper of the hostel which virtually squandered around an hour without any result. We popped into 7-11 convenience store nearby and asked for assistance, but seemingly not the pay-as-you-go plan we want. And we went to a local mobile telecom retailer for further assistance, and we were then told to proceed to the Telecom Bureau (or whatever the name is) for registration before making any purchase for pay-as-you-go data plan, though it sounded awkward and we left the shop. As for that, we left out the data plan for the time being and decided to head to our hostel due to the time we wasted. 

Similarly, the Taiwanese call their underground metro as "MRT" (looks very much alike the MTR in HK huh?). We boarded the train, and went along the yellow line to Yongan Market Station as our final stop. Ultimately, we met the housekeeper at entrance of the MRT station and she brought us all the way to the hostel.

Luo Hua Night Market in Yonghe District.

To be continued...

How should we look at the Post-80's generation today?

The colloquial term “Post-80’s”, as we may have heard from the media from time to time recently, has been receiving notoriety. The usage of this term generally implicates a group of young activists, or anti-social groups, who frequently mobilize various political movements for any controversial social issues. Yet, their movements mostly end up in fierce ruptures with the police, as we may have captured these scenes on television previously. Albeit this generation holds their eagerness to push for changes, the public eventually regarded them as destructive and radical in the end.

Frankly speaking, especially in the contemporary era of Hong Kong, the right for certain groups to speak has yet to respect. One case that exemplifies this is the ambitious infrastructure project of Shenzhen-Hong Kong Express Rail Link, which was adamantly pushed by the government during the period of 2009-10. A group of young activists therefore subsequently galvanized to lead a public opposition and besiege outside Legislative Council, attempting to impede the legislation from passing through. Their rationale behind the action was for the sake of venting anxieties and angers toward the project. Their opposing strike was then vastly draw a legion of criticisms soon after for their practice of radicalism. This therefore left me to wonder whether voicing concerns by the younger generation are still considered “rebellion” in the contemporary society?

Despite of the public holds negative impression towards “Post-80’s”, I would say that this does not necessarily constitute a negative count on this particular young group under such circumstance. Many adults in the older generation have taken several opportunities to voice their worries on Post-80’s in discussion forums. However, the intriguing side is that many of them are from business sector and political field. First, some may say that they are often associate with the League of Social Democrats (社民連), a political party often binds to fascism, an ideology that they utilized as a tool in different political scenes; others also say that this particular group seeks to grandstand themselves in the public. Yet, my thought is that there are incorrect perceptions to Post-80’s generation.

Evidently, for some in the earlier generation, particularly to those who were born between the 50’s to 70’s, have been inaccurately viewed the Post-80’s as cynical. As what people identified, social problems are mounting on the them today and that the future is almost seemingly pessimistic; the decline of social upward mobility lessens their opportunities to reach the pinnacle of their success under the financially inclined framework, and other stiff battles are also irrefutably proven to entangle them for advancing forward in today’s society. Hence, such situation is not that peculiar at all. 

At the same time, it is also suggested that, it is essential for them to devote their energies toward more meaningful and constructive goals. Their industrious effort for enrichment is as well definitely vital to advance under the current parameter set by the previous generation. Various opportunities are also handful when one is willing to grasp the right occasion. The days of passing helms of society to today’s younger generation will ultimately come one day.

A group of protesters marched for the objection of Express Rail Link project.

What is university education about?

Introduction


University education firstly refers to non-compulsory post-secondary education (or further education) at a tertiary level, which is permeating in modern societies. It connotes several distinctions in characteristics, learning attitudes and styles of students when in comparison with conventional primary and secondary education. According to “Encyclopedia Of Sociology”, Houghton (2000) argued that this category consisted of systematic and intentional process of teaching and learning, in which learners should have attain new values, attitudes, skills and disciplines. In addition, under the adult learning framework, Lieb (1991) stated that learners should be equipped with autonomy as well as maverick, with learning motivation as a drive for self-direct learning. As mature students occupying the learning roles, they should draw out their previous working experiences or former secondary education skills, for employing them into relevant theories and concepts taught in courses. Unlike the utilisation of learning methods in conventional education, which is supported by  Knowles (2005), as he stated that the core learning principles set by tertiary institutions do not demarcate the field of academics done by students, as to facilitate for students to dig the deeper root of formulation of certain theories. Therefore, to a certain extent, students’ previous learning or working experiences are more valuable than teachers’ knowledge during the learning process in the non-authoritarian teaching.

Western style VS. Eastern Confucianism 

The learning inquiry method also portrayed by Knowles (2005), as originated from the ancient time; it is designed to engage students into pooling out any feasible solutions for solving situations and providing solutions. The main objective of this methodology utilised in higher education is to allow students to inquire, enabling them to explore the means of learning at the first stage, and bringing their life experiences into academic works, with life experience conceived as a valuable element in learning. With university education adopt the Western style of learning, mistake is generally regarded as positive; the implication here refers to assertiveness and creativity, enabling individuals to manifest their competencies in academics; hence it is based on the fashion of rational manner, whereas the Eastern style derived from Confucianism, with controls are principally possessed by educators to guide young adolescents, and to indoctrinate particular ideas and knowledge throughout the stage.

Houghton, John. "Adult Education." Encyclopedia of Sociology. 2nd ed. Vol. 1. New York: Macmillan Reference USA, 2000. Gale Opposing Viewpoints In Context. Web. Retrieved 27 Nov. 2010. (http://www.netlibrary.com/).

Knowles, M. S. et al. (2005). The adult learner: the definitive classic in adult education and human resource development (6th ed.). Amsterdam; Boston: Elsevier.

Lieb, S. (1991). Adults As Learners. Retrieved November 25, 2010, from Principles of Adult Learning: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm