Fudan University - Perpetual Morning Glory

Fudan University, originally Fudan Public School, was founded in 1905 in Shanghai. It has since become one of China's leading universities with an international reputation for academic excellence. Fudan in Chinese means new morning. The university was named in honor of a line from the Confucian classic Shang Shu, compiled two thousand years ago. It reads: "Brilliant are the sunlight and moonlight, and the morning glory following." This famous aphorism from China's great master of learning is his exhortation to students to devote themselves to self-improvement. In April 2000, Fudan merged with Shanghai Medical University to create a more comprehensive center of learning. It currently has 17 schools offering a complete range of majors and disciplines.

From One Extreme to the Other

By MARC MIESING (USA)

When Westerners that have never set foot on Chinese soil are asked their thoughts and opinions on China, what often follows is a generalized mishmash of ill-conceived, half-baked conjecture. In the past two decades since China opened its doors, however, huge numbers of people, particularly students, have come here to work, study and travel. There is consequently a more realistic impression abroad.

It was two years ago that my university back in the USA awarded me a year's scholarship in China. Prior to coming to here I had studied the Chinese language and culture but knew that there was still much more to learn what better way could I have found than coming here to live for an extended period.

It was difficult to know what it would be like living in another country and studying the language while at the same time absorbing the culture of day-to-day life. Towards the end of my scholarship year I realized that one year was simply not enough as there was still so much more to know, so I convinced my university to let me to stay another year, and continued my Chinese language, as well as history and literature, studies.

I am now approaching the end of my second year in Shanghai. During my time at Fudan University, my Chinese language has improved, and also my awareness of China's cultural past and contemporary social norms.

I have frequently asked my Chinese teachers questions about generally held cultural values in China, so as to compare them with my own as an American. I found them generally open-minded to the West and to foreigners that come to study Chinese. There is naturally a cultural difference, but I believe my teachers at Fudan try their utmost to narrow the gap. The biggest difference I noticed is the way Chinese and Western students behave in class. The latter ask all sorts of questions on every subject, whereas most Chinese are too shy to.

Looking back at my life and experiences in Shanghai, I feel very fortunate to have had the opportunity to come to study in China. I have been able to exchange experiences with Chinese friends eager to learn about Western lifestyle, appeared in the television program OK Xin Tian Di and lived in a traditional Chinese community.

In my spare time I play in a band, Freeface, with two Korean classmates and a Chinese friend, socialize or study at Starbucks, have regular Texas-hold-em nights at the flat; and enjoy hitting the bars now and then.

Living in Shanghai, I have gradually observed the differences between Chinese and firmly believe that Shanghai is more open to the outside world than any other city in China. When I return to the USA I intend to use the experience I have gained to further my understanding of contemporary China and Chinese society.

Reflections on My Time in China

By SAMANTHA J. MULVANEY (USA)

In preparation for our two-year stay in China, my husband and I studied Chinese for 13 months. By the time we left the US we felt optimistic about our future here, despite not knowing what lay ahead. Since my husband would be working on his Ph.D., I decided my time would be best spent continuing my Chinese language studies at Fudan University. I had never attended a foreign university before, and had no idea what to expect.

Most of my worries evaporated on the first day of class. One thing I hadn't expected was the absence of Chinese classmates. This was a little disappointing, as I had expected to be able to practice my Chinese, forge friendships and possibly interact with Chinese fellow students. My classmates were, however, a wonderfully international mix, younger than me but nonetheless assiduous, and I was eager to interact with them. Their experiences were often wholly different from mine, which gave me the opportunity to learn new and useful vocabulary.

The teacher/student relationship at Fudan was friendly and familiar, and my fears that the different backgrounds of teachers and students might make the atmosphere strained and formal were quite unfounded. Teachers were friendly and welcoming, as well as conscientious and thorough. I had heard that Asian students are reluctant to ask questions in class as they don't like to bother their teachers. This did not prevent teachers at Fudan from answering all questions posed by students; they seemed to work on the principle that teaching and learning take precedence over any inherent cultural differences.

There were, however, instances of cultural differences, particularly in daily interactions like shopping. One example that was at a local clothing market where I had purchased several shirts that I wanted to return. Had this occurred in the US, I would have either exchanged them or been given a refund. In China it is not so simple, as sales in open markets are final. You can imagine the complex negotiations that took place when I attempted to return the shirts. In the end, the vendor and I reached a compromise and settled on a satisfactory solution. What surprised and gratified me most was that I was able to handle the matter entirely in Chinese: it was the first time I felt I could truly speak the language. Bargaining does take some getting used to for Westerners accustomed to fixed pricing, but I found haggling for goods on the street as much an art form as a cultural difference.

In conclusion, cultural differences that exist in the classroom are either minimal in their impact, or are actually conducive to the overall learning experience. Although those in daily life may be more pronounced, they still offer the opportunity to gain new skills and experience. In either situation, patience, openness and acceptance are the key to success.