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[转载]No Limit to Learning and No End to Research

(2018-03-18 17:05:23)
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Wonderful experiences! 

No Limit to Learning and No End to Research

——Academic Experiences during and after My Study for Degree of Ph.D. at the university of Hong Kong   

Miantao Sun

    

Today, its my great excitement and pleasure to have a chance to participate in this academic conference sponsored for the hundredth anniversary celebrations of the founding of the University of Hong Kong, and to have a chance to meet with my professors and classmates after graduation for seven years. According to the requirement and arrangement of this academic meeting, now I will give a speech about academic experiences during and after my pursuit of doctorate in the University of Hong Kong as a brief report to my alma mater, professors and classmates in the hope of getting their better supervision and help.

Firstly, my heartfelt thanks are given to all my professors and classmates who gave me guidance and help during my study in the University of Hong Kong, and particularly, my deepest appreciation and lofty regards are due to my two supervisors. One of my supervisors is Professor Colin W. Evers. He is a scholar with humor and wisdom, and it’s my great honor to fulfill my Ph.D. thesis under his supervision. He devoted great energy and enthusiasm to me, and his careful and patient guidance and help are engraved in my heart forever. Another supervisor is Professor Jieming Cheng. He is a famous Chinese scholar with foreign nationality. Without his support and guidance, I could never have come to the University of Hong Kong to undertake my studies. During my study in the University of Hong Kong, he gave me lots of concrete instructions on my study and offered me many convenient conditions on my life so that I could finish my studies smoothly. So I hold Professor Cheng in my mind with great appreciation and respect all the time.

1.The Main Academic Experiences during My Study for Degree of Ph.D. at the university of Hong Kong

I studied for my degree of Ph.D. at College of Education of the University of Hong Kong from 2000 to 2003. I had been a professor and a supervisor of Ph.D. candidates for many years before my study for degree of Ph.D. at the University of Hong Kong, and at that time I had been a famous scholar. I met with many difficulties when I applied for the admission of studying at the University of Hong Kong for my Ph.D.. Some people could not understand why I went to study for the Ph.D., and even more they considered the behavior of learning and writing a Ph.D. thesis in English as to looking for troubles. Although facing with these puzzles, I decided to study for my Ph.D. at the University of Hong Kong without hesitation. Now when I recall back, several reasons due to that decision as followings: Firstly, to acquire a Ph.D. had been a dream for me from my childhood. I lost the chance of studying for my Ph.D. when I was in college both in and abroad (I ever studied abroad at Hiroshima University in Japan and Harvard University in USA). Secondly, I had been the director of the Department of Education and the head of the Faculty of Education and Science at Central China Normal University for 13 years. I had to shoulder both the administration and the learning. So I had no much time to concentrate on learning and research. In spite of some reflections and achievements, I was still longing for the chance of furthering these reflections and achievements. Thirdly, it was my dream to be a worldwide famous scholar and to study for my Ph.D. at an international well-known university which had long-standing historical traditions. And I also hoped that my researches could follow the international studies. The University of Hong Kong has the most long-standing history in Hong Kong. From the year of 2007, the University of Hong Kong has been reviewed as one of the top 30 universities worldwide by the THES-QS of UK, and is far ahead of many other well-known universities in China. That I can study for my Ph.D. at the University of Hong Kong is both my hope and my honor. Fourthly, the sufficient supply of scholarship of it could avoid some worries of disturbance in the rear on my study and life. The facts proved that my decision and choose were right. I was subjected to the strict and standard train of learning and research during the three years studies and academic researches at the University of Hong Kong. The rich harvests laid solid basis for my following academic development. When I recall those experiences, more than one thousand days and nights are still clear before my eyes, as if, it just happened yesterday.

Firstly, what I want to mention was my hard study of English. English is the language of teaching and research at the University of Hong Kong. What I learned in junior and senior high school was Russian, and when I was 29, in which the Great Culture Revolution was over and the examination for admission to higher institutions was retook, I was admitted to the College of Education at Central China Normal University and began to study English. I was older than those young students who majored in English, so my foundation of English was weak. I knew I had to spear no efforts to improve my English level if I wanted to accomplish my study excellently. After entering the University of Hong Kong, its heavy English atmosphere of study, research and communication offered me convenient conditions. Every day, I basically got up at 5 a.m., and went to bed at 1 a.m. the next day. I tried to improve my English ability of listening, speaking, reading and writing through all kinds of measures. These efforts laid good base for my study for Ph.D. and the communication with foreign scholars.

Secondly, what made me hard to forget was the tough and productive learning and research. I attended each lecture seriously and undertook every academic work steadily. I would try my best to squeeze time to attend each course which I thought might be helpful to me. Especially the courses of Professor Colin W. Evers, Professor Jie-ming Cheng, Professor Mark Bray, Professor Jin-zhang Huang and Professor Gerry and so on. I had attended almost all the courses of them. On classes, I took notes conscientiously and participated in the classroom discussions enthusiastically. After class, I would sum up what I had learned on classes and read the extra-curricular books earnestly. Besides these, I concentrated all my energy on researches. I accomplished a batch of theses except the thesis of my Ph.D. “The Concept of Tizhi in Chinese Educationsuch as On the Essence and Reversion of the Style of Human Life—Discussion on the Living Style of Knowledge and Information Society, published in Society and Science of Zhejiang, 2003.6, was later republished in New Trend of Thought of Philosophy, 2004.1, and it was introduced by the domestic website of philosophic theory as an important article; Paradigm Methodology in the West——Reflection and Reconstruction, published in Journal of Central China Normal University(Humanities and Sciences),2003.6, was later recorded by Natural Philosophy as an essential article; Theory on Disciplines, which was published in Educational Research, 2004.4; Discussion on the Third Logic and so on. These researches advanced my mastery of educational theory, especially the mastery of educational philosophy. My thesis of Ph.D. “The Concept of Tizhi in Chinese Education”was published by Liaoning Peoples Publishing House in 2004 after being modified. Before I came to the University of Hong Kong for furthering my study, I had published some theses on Education tizhi, but their contents on Education tizhi had many differences with those in this book. The biggest difference lied in the application of the institutional theory advocated by Meyer and Rowan and the theory of construction of institutional reality created by Searle in this book, and it demonstrated theoretically that Education tizhi was the integration of Education Organization and Education Regulation. The found of theory of tizhi in this book had caused strong responses in the International academic circles, and produced widespread and significant influences. As the preface of this book composed by Professor Colin W. Evers: A fundamental difficulty in institutional theory concerns the task of specifying the mechanisms and causal processes that facilitate this transmission of influences from the external to the internal, from policy to organizational practice. A significant theoretical innovation of this work is that it conceives the explanatory problem in terms of a constitutive theory of organizations. Professor Sun argues and documents these processes clearly according to the theory of tizhi in which he innovates that organizations are partially defined by regulation, so organizational dynamics are also partially specified by the regulations. He also pointed out that: Institutional theory seeks to explain relations between an organizations dynamics, conceived from a systems perspective, and the influence of forces in its external environment. Within the Western tradition of academic writing in educational administration, external forces are mostly seen as constraining forces. In Professor Suns work, however, external forces are primarily the centrally driven policy processes whereby national government policies are formulated, promulgated, and implemented throughout the national system. These are not constraining forces, but rather, are forces for reform and renewal. In 2005, the distinguished expert Professor Na·Nist·Bolifskiya, who studied the problem of Chinese Education in the Far East Research Institute of Russian Academy of Science, wrote a book review which contained more than 10000 words in Education2005.7. The title was The Tizhi Theory of Educational Reform: Experience and Enlightenment——Reviewing “The Concept of Tizhi in Chinese Education” of Professor Sun. She held the idea: The book possesses vital academic and practical values. The writer is not confined to the construction of theoretical system, but to apply his theoretical model into Chinese Educational Reform. The theoretical model theory of tizhi not only provides a clear and systematic trend of thought for the reform of Chinese tizhi, but also facilitates other countries to scheme Educational reform. Because other countries also have the problems of reforming Education Organization and Education Regulation and the problems of reforming the system of School Education of all levels and types and the system of Educational Administration of all levels and types (system of Educational Administration and School Management of all levels and types). Considering the achievements of Educational Reform in China and the extraordinary and heartbreaking experiences and lessons of the past 50 years in Russia, we think it necessary to recommend this book to the scholars and politicians of Russia. Her book review had been translated into Chinese and was published in Educational Research, 2006.4 and Educational Administration Research, 2006.2. It was republished by the major websites of China. Now, this book has been translated into Italian and is being spread worldwide.

Thirdly, what impressed me deeply was the unique academic environment of the University of Hong Kong. The University of Hong Kong has excellent cultural environment. Its Chinese university motto is Mingde Gewu. It comes from The Book of Rites—The Great Learning(Liji—Daxue): The Way of great learning is manifested in bringing into full play ones innate virtue, in making a fresh start, and in stopping at perfect goodness. Daxue means great learning. The Confucian scholarship puts the individual morality and conduct on the first place. Mingde means to highlight ones innate virtue, that is to say, to perfect ones internal virtue firstly, then to put oneself in anothers position; In light of the explanation of Zhuxi who was a Confucian scholar of Song Dynasty, Gewu means to probe into the truth of nature on its merits. In my view, the University of Hong Kong possesses both the free, democratic, and equal academic atmosphere and the tolerant, harmonious cultural environment. All of these provide good mental conditions for the realization of the motto Mingde Gewu. They made me gladly endure hardships and be full of substance during my pursuit of truth, and created a very fine humane environment for my furthering of self-cultivation and learning. The University of Hong Kong is an international university. The university and college often invited the internationally renowned scholars to undertake academic reports. I always joined in each academic report vigorously. It contributed to my awareness of the new trend and new hot issues of the International research, and was conduced to analyzing and solving problems with the perspective of the forefront of International learning for me. The University of Hong Kong also has both wonderful ins and outs of academic culture and superb hardware facilities, and the network facilities and the library are the best for me. There are many books in the library, especially the abundant English materials and books. I made full use of this convenient condition, and studied many relevant English documents during my stay in the University of Hong Kong.

Last, what is worthy of memory is my interesting and plentiful extra-curricular life. Besides my intense learning and research during my study in the University of Hong Kong, my life after classes was wonderful. Almost each afternoon at 5 p.m., I would climb Taiping Mountain, and then trained my voice and practiced wushu. Sometimes I taught my classmates how to sing a song and helped them exercise voice. My talent of singing impressed my classmates so deeply that the Postgraduate Association of College of Education arranged a special solo concert for me before my graduation. On the spare time extra the intense study, such activities not only loosened me both physically and mentally, but also helped me pour more energy into learning and research.

2.The Main Academic Experiences after Graduation from the University of Hong Kong

After graduation from the University of Hong Kong, I accepted invitation to take the job of academic research and academic disciplines building. In the past seven years, I went to the research room for studies at 8 a.m. and back home at 10 p.m. almost each day excluding my absence for meeting with festivals and holidays no exception. Those who work hard will be rewarded. During these years, I got fruitful achievements both in academic disciplines building and academic studies. In 2005, I was rewarded the honorary title of Provincial Outstanding Specialist of Liaoning Province by Liaoning Government. In 2008, I was awarded The Leading Talent of Shenyang City by Shenyang Government.

Firstly, Ill report my work of building academic disciplines.

Shenyang Normal University established Research Institute of Educational Economics and Administration for me after my being there. I brought up the constructional desires of this institute: Sincerely believes in the free academic research; Advocates and respects the wisdom personality; Aims to have a thorough knowledge of the ancient and the present; of the East and the West; Links up and merges scientism and humanism; Strives to establish an international research institute. In the job, I integrated the team of academic disciplines and condensed the fields of academic disciplines actively, and built up four stable research fields which had great influences in the same fields both in and abroad. They were Administration of Education and Management of School Education, Educational Policy and Law, Educational Economics and Effectiveness, and Development and Management of Educational Human Resources. In 2005, I led our institute to apply for the key Research Base of Humane and Social Science of Regular Higher Institutions of Liaoning Province successfully, and it passed through the three years performance evaluation smoothly sponsored by Provincial Department of Education in 2008, and the base was re-authorized. In 2006, Educational Economics and Administration was ratified to be the Key Discipline of Philosophical and Social Science of Liaoning Province. In 2007, our university got the right of authorizing the Master of Public Management and First-class Discipline of Public Management. In 2008, Educational Economics and Administration was re-authorized to be the Provincial Key Discipline after the re-evaluation sponsored by Provincial Department of Education. In 2009, after integrating the resources of discipline of management, the first-class discipline of Public Management of our university was authorized to be the Key High-level Discipline of Liaoning Province. I also carried out foreign exchange and cooperation vigorously. Our institute had held the ins and outs of the International and national academic meeting for many times, and invited many International and national well-known scholars to give us lectures and communications. All these movements expanded the national and International influences of our institute and the discipline of Educational Economics and Administration.

Secondly, Ill report my work of academic research.

The first are the research projects. From my graduation from the University of Hong Kong in 2003 to now, I have hosted 15 significant projects, including national, provincial and ministry projects, and projects of International cooperation. The national projects consist of: items entrusted by State Ministry of Education in 2004: The Amendment of the Basic Principles and Systems of Educational Law of the Peoples Republic of China; projects entrusted by State Ministry of Education in 2005: Outline of Reform and Development of Education in China of 2020, and special research Educational tizhi Reform; special projects of Humane and Social Science of Ministry of Education in 2007: Theoretical and Practical Research of Educational Policy Analysis; vital projects entrusted by State Ministry of Education in 2007: drafting Law of Lifelong Learning of Peoples Republic of China(Draft) and Educational tizhi Reform and Law Building of Chinese New Era; key topic of Ministry of Education of  Eleventh Five-Year Plan of National Science of Education: Research on Law of Chinese Educational Reform since the Reform and Opening up; significant project entrusted by State Ministry of Education in 2008: special project of Research on Educational tizhi Reform in Outline of National Long-term Reform and Development of Education in China;project entrusted by Office of Leading Group of Plan of National Science of Education in 2010: Research Project of Twelfth Five-Year Plan of National Educational Economics and Administration. Projects of International cooperation include: Research on School Education Cooperation between China and UK (2008), the sub-project of Educational Research in the Background of Confucianism in Chinese Mainland (2009) in the project of World Education Research in the Background of Confucianism, and Special Subject of Curriculum Reform in China (2010) of Yearbook of World Education and so on.

I was invited by State Ministry of Education to participate in the research, draft and amendment of the decision consulting of Educational Policy and Law which are of national significant for many times. Such as: the amendment of The Basic Principles and System of Educational Law of People’s Republic of China (2004),the research and draft of Outline of Reform and Development of Education in China of 20202005, the draft of Law of Lifelong Learning of Peoples Republic of China(Draft)2007taking part in the research and draft of Outline of National Mid-term and Long-term Reform and Development of Education in China as a group leader of Special Subject of Educational tizhi Reform. All these researches have produced great contributions to the Educational Reform of our country.

The second are the published papers. During this time, I have published 86 papers, of which 18 papers were published in national journals of type A, and 2 papers in International academic journals, the representatives are: On Disciplines Published in Educational Research, 2004.6, Discussion on Several Problems of Theory of Educational Administration in Educational Research, 2004.9; New Annotation of Educational tizhi(republished in Xinhua Digest, 2005.8) in Educational Research, 2004.12, Several Topics of the First International Meeting of Educational Effectiveness and School Improvement in China in Educational Research,2005.12New Annotation of Educational Mechanism(republished in Reprinted Journal: Education,2007.4 and Xinhua Digest,2007.8) in Educational Research,2006.12On the Re-cognition of Disciplinary Essence in Educational Research,2007.12; Why Educational Administration Phenomenon Is Possible in Educational Research,2008.9; 30 Years of Chinese Educational Administration: Achievement, Characteristics and Problems in Educational Research,2009.2; Discussion on e Relationship between Educational Tzhi Reform and Innovation of Educational Mechanism in Educational Research,2010.7; On the Law of Educational Reform in China(republished in Reprinted journal of RUC : Education, 2010.2) in Educational Research and Experiment,2009.4; Several Characteristics and Reference Meanings of Higher Education Tizhi of Western Developed Country in Educational Research and Experiment,2004.3;Discussion on Humanity of Educational Administration in Educational Research and Experiment,2005.4; Discussion on Subject and Object of Activities of Educational Administration and Their Relationships in Educational Research and Experiment,2006.6; Discussion on Analysis of Contents of Educational Policy——Taking the Example of Analysis of Policy Contents of Educational Tizhi Reform after 1978 in China in Educational Research and Experiment,2007.3; On Wisdom and Personality and Their Impacts on Education in Educational Research and Experiment,2008.2; To Improve Educational Effectiveness Needs Broad View in Newspaper of Chinese Education 2007.3.28; Where Are the Differences of Higher Education Tizhi between China and Western Developed Countries(republished by Collection of Science, Education and Culture) in Newspaper of Chinese Education 2004.2.6; Education Tizhi Reform in China after 1978——Some Implications to Practice in International Journal of Educational Administration,UK,2009; Analysis of Policy Contents of Educational Tizhi Reform after 1978 in China in UNESEO: Educational Prospects2007.1.

The third are the published books. During this time, I have published 6 books which I composed independently or edited as a chief editor, and one book of which I was a special-date editor. Independent essays include: The Concept of Tizhi in Chinese EducationLiaoning People's Publishing House2004.The book has been interpreted into Italian and published., Educational Administration (Publishing House of Peoples Education, 2007.National Teaching Material of 10th Five-Year Plan of National General Higher Institutions.), Educational Administration(Third Edition) (Publishing House of Central China Normal University, 2007). Books in which as the chief editor contain: On Educational Effectiveness (Publishing House of Peoples Education, 2008)Theoretical school of Western Contemporary Educational Administration(Publishing House of Chongqing University, 2008), as a special editor of Educational Administration(written by Tingguang Luo, Publishing House of Fujians Education, 2008), which is one of the well-known Education books of twentieth century with Baokui Qu as the chief editor.

The forth are awards of outstanding research achievements. During this time, I obtained 9 national, provincial and ministry awards. The representatives are: Two First Prizes of Philosophical and Social Science of Liaoning Province, one is New Annotation of Educational tizhi, which was rewarded the First Prize of the Ninth Outstanding Achievements of Philosophical and Social Science of Liaoning Province in 2006, and another is New Annotation of Educational Mechanism, which was rewarded the First Prize of Outstanding Achievements of Philosophical and Social Science of Liaoning Province in 2008; Two national awards, one is Discussion on System of National Education Policy, which was rewarded the Third Prize of Outstanding Achievements of the Third National Education Research in 2006, and another is New Annotation of Educational Mechanism, which was rewarded the Third Prize of Outstanding Achievements of the Fifth Scientific Research of Higher Education in China; The book Educational Administration was rewarded the Second Prize of Achievements of the 11th Philosophical and Social Science of Liaoning Province in 2010; The thesis Discussion on Subject and Object of Activities of Educational Administration and Their Relationships was rewarded the Third Prize of Outstanding Achievements of Medium-term of 11th Five-Year Educational Research of Liaoning Province; Discussion on e Relationship between Educational Tizhi Reform and Innovation of Educational Mechanism was rewarded the Second Prize of Outstanding Achievements of the Second Academic Annual Conference of Philosophical and Social Science of Liaoning Province in 2009; New Annotation of Educational tizhi was rewarded the First Prize of Outstanding Achievements of Philosophical and Social Science of Shenyang City (deputy provincial) in 2006; New Annotation of Educational Mechanism was rewarded the First Prize of Outstanding Achievements of Philosophical and Social Science of Shenyang City (deputy provincial) in 2008.

The last are my academic advantages and characteristics. After many years accumulation of academic researches, especially the academic researches after my graduation from the University of Hong Kong, my academic advantages and characteristics have been formed in the following fields: Basic Theory of Educational Administration, Educational Policy and Law, Educational Administration and Educational Effectiveness.

In the field of Basic Theory of Educational Administration: Since 1983, I began to undertake the work of teaching and research of Educational Administration. During 8th Five-Year, I host and finished the key subject of National Science of Human and Society Research on Concept of Educational Administration of Socialism with Chinese Characteristics”. On the basis of this subject, I composed Philosophy of Educational Administration——Introduction to Modern Concept of Educational Administration, which was rewarded the Second Prize of Outstanding Achievements of the Second National Education Research in 1999. The book which I edited as a chief editor Principle of Educational Administration was appointed to be the Teaching Material of the Undergraduate Course of Education and Educational Administration. The book which I translated Organizational Behavior of Education firstly brought the theory of Organizational Behavior of Education into China. The 15 books of Series of Books of Contemporary Educational Administration laid the foundation for the building of theoretical system of Discipline of Educational Administration in China. In recent years, I firstly created the theoretical system of Six On: On Discipline of Educational Administration, On Tizhi of Educational Administration, On Mechanism of Educational Administration, On Concepts of Educational Administration, On Human beings of Educational Administration. I founded the theory of Educational tizhi and concept of Educational Administration of the subject in China, and composed the book Educational Administration, which was publicly recognized as the landmark of the development of Educational Administration.

In the field of Educational Policy: I engaged in the research of Educational Policy since 1980s. I bore the key subject of 9th Five-Year Plan of National Science of Education Research on Educational Policy of Socialism with Chinese Characteristics”. Im one of the founders of the discipline of Educational Policy in China. In 1997, I firstly published Educational Policy (it was rewarded the Second Prize of Outstanding Achievements of the Third Science of Education of Hubei Province in 2000) and the relevant papers to discuss theories about the essence, values and system of national Education Policy, and proposed the theoretical frame of which the analysis of Educational Policy mainly consisted of the analysis of content, process, result, value and environment of Educational Policy. This made up the theoretical deficiency of teaching policy in and abroad. In 2002, I published On Educational Policy——Research on Educational Policy of Socialism with Chinese Characteristics, and published Discussion on System of National Education Policy (it was rewarded the Third Prize of Outstanding Achievements of the Third Science of Education of Jiangsu Province in 2002 and the Third Prize of Outstanding Achievements of the Third National Science of Education) in Educational Research, Discussion on Several Problems of the Analysis of Educational Policy and Dislocation and Replacement——Value Analysis of Current Educational Policy and so on. Also I host and finished the national subject of 10th Five-Year Plan of National Science of Education Analysis of the Contents of Chinese Educational Policy in the Transition Period.

In the field of Educational Law: Since 1980s, I was invited by Ministry of Education to participate in the research, draft and amendment of Law of Peoples Republic of China, Teachers Law of Peoples Republic of China and Law of Compulsory Education of Peoples Republic of China and so on of the main Educational Law of China. I raised new views on the methodology of dividing Educational Law and the system of Educational Law.

In the field of Educational Administration: In 1989, I published the monograph: Educational Administration, it constructed the system of Educational Administration with Chinese characteristics. The book was revised and republished in 1999, and was rewarded the National Outstanding Book of Education, and was published for a third time in 2002. In 2001, I was entrusted by Normal Faculty of Ministry of Education to edit the teaching material Educational Executive. I also published Several Characteristics and Reference Meanings of Educational Administration of Japan and On Characteristics and Inspirations of Educational Administration of Chinese Feudal Society and so on. In 2005, I worked as a special editor of Educational Administration published by Tingguang Luo in 1942, which was a part of Well-known Collections of Chinese Education in Twentieth Century edited by Baokui Qu in 2005. In 2007, the third version of Educational Administration was republished.  

In the field of Educational Effectiveness: In the beginning of 1990s, I took part in the large -scale research subject Comparative Study on International School Effectiveness, which involved in USA., UK, Holland and so on about dozens of countries. I firstly published the academic paper Initial Discussion on Educational Effectiveness of School in Education and Economics in 1994. In 2005, I published Summary of the First Meeting of International Effectiveness of Education in China, Review and Outlook on Research of Educational Effectiveness in Chinese Mainland and Initial Discussion on Educational Effectiveness and so on in Educational Research and other academic journals. In 2008, I published the first special book on Educational Effectiveness in China On Educational Effectiveness. The book discussed some theoretical and practical problems of the connotation and denotation of Effectiveness of School and Education, the theoretical development of Educational Effectiveness, the research and evaluation of Educational Effectiveness and how to improve the Educational Effectiveness. In 2005 and 2010, I hosted the International Effectiveness of Education for twice. Leif Moos, who is the chairman of the Association of International Effectiveness of Education, five top scholars of International Effectiveness of Education and hundreds of scholars from 27 countries participate in the academic conference. In 2006, I established the first Professional Committee of Educational Effectiveness in China and served as the chairman of it.

The basic principles I abide by in my academic research are: to be a friend with truth, to be an adherent of original innovations. The eternal spiritual homelands I pursue are to explore the unknown and to build theory. I am willing to adhere to the academic principles and to undertake my work tirelessly in my beloved spiritual homelands so as to gain new harvest to pay my gratitude back to my alma maters, teachers who cultivated me and classmates who helped me.

At last, give my heartfelt wishes to teachers and classmates. May all of you have a healthier body, a happier life and a more prosperous career! Warmly welcome all of you to Shenyang, and to our Institute of Educational Economics and Administration to give us lectures and supervisions! Thank you!        

                                 

         注:本文是作者作为香港大学杰出校友,2010年在港大100周年校庆学术活动中的英文演讲稿。                                                                    

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