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Home>Service> Awardees of Fervent Global Love of Lives Award> 22nd Fervent Global Love of Lives Award 2019> Terminal Cancer Patient, Professor Zou, Chuan-Xiong of General Education
Terminal Cancer Patient, Professor Zou, Chuan-Xiong of General Education
[Life-and-death teaching to focus on living a life with love]
An alternative professor who taught the love of life
 
Zou, Chuan-Xiong is the most alternative professor in the Department of Sociology of National Taiwan University. He is unwavering and consistently dedicated himself to teaching general education and life education.
 
During his 21 years of service at Nanhua University, besides full-time teaching, he also worked in several administration jobs. They included the Director of Center for General Education (two consecutive times), Chairman of Department of Applied Sociology & Institute of Sociology, the Director of Office of Research and Development, Director of Center for Teaching and Learning Development Center, Director of Office of Academic Affairs, etc.
 
Regardless of his research, teaching, services, and other tasks, his primary mission is dedicated to the students of four sides of Taiwan Strait.
 
In addition, he wrote and dedicated his life comprehension through various books, various government (National Science Council and Ministry of Education) commissioned projects, face-to-face speeches (school institutions at all levels), and online teaching (MOOCs) to the vast society, which has also expanded to the Chinese world at home and abroad.
 
His primary focus is on general education and classic education, social science localization, qualitative research and community practice, college education, future school, life education, etc.
 
Said goodbye to life and witnessed the teaching of life and death
Among them, everyone thinks that both general education and life education are the areas where he had devoted the most effort and the most successful fields. Over the past 21 years, he had promoted thousands of life education sessions and spread more than 200,000 hope seeds. What makes everyone most moving is that at the end of his life, on March 25, 2018, he held an “apologize, love, and farewell” kind of “goodbye” lesson for everyone for the last time in the hospice ward of Chiayi Christian Hospital. His philosophy of living a life with love is an evidence of life-and-death education that has won him many medals and recognition from the four sides of Taiwan Strait.
 
Thanks to the recommendation of Professor Chuan-Xiong of the Department of Applied Society of Nanhua University from all walks of life at home and aboard. While bidding farewell to the people in the hospice ward and hanging on his last breath, the terminal cancer patient still couldn’t help but concerned about the university’s general education and the promotion of the university’s life education. It was very impressive. He deserved to be praised as the “Terminal Cancer Professor of General Education,” and stood out among 2,723 recommended candidates from all over the world and earned him the “22nd Fervent Global Love of Lives Award 2019” from Taiwan’s Chou Ta-Kuan Cultural and Educational Foundation.
 
The Foundation welcomes all walks of life around the world at any time to recommend candidates of life warriors who possess the contexts of endeavors, love, braveness, and achievement.
 
The Fervent Global Love of Lives Medal - Chou Ta-Kuan Cultural and Educational Foundation, Taiwan
Recommended hotline: 886-2-29178770
Fax: 886-2-29178768
Address: 3F, No. 52, Mingde Road, Xindien District, New Taipei City 231, Taiwan
Website: http://www.ta.org.tw
Email: ta88ms17@gmail.com
 
※ Many thanks to Professor Ping Chou of Nanhua University for compiling and writing the autobiography of Professor Zou, Chuan-Xiong on behalf ※
 
Academic career and call
My teaching career in the university is closely linked to general education over the past decade based on my desire towards the ideal spirit of the university and my adherence to the belief of practicing an ideal university through general education.
 
I have invested a lot of time and effort regardless of in the administrative affairs of general education, the planning and practical implementation of the general curriculum structure, as well as in the academic research on the theory and practice of general education.
 
In fact, general education has increasingly become my academic career and call.

After many years of observation, my basic understanding of Taiwan’s general education is that our university’s general education is basically in a dilemma status of congenital deficiency and acquired disorders.
 
Due to cultural breakage and transplantation, our university education has already separated from the traditional Chinese humanities education and does not undertake the spirit of the original liberal arts education of Western universities. Not only does it lack basic general concepts and qualities, but also does not accumulate sufficient practical experience. This makes our university education seriously inclined towards professional education.
 
In essence, under the influence of shallow fast-food culture, professional command, and logical and practical thinking, our university has already become a senior vocational training institute.
 
In recent years, the reform of higher education has emphasized the marketization of education and the improvement of national competitiveness, which has made Taiwan’s general education worse. In an atmosphere that emphasizes academic research (especially the number of accumulated papers), general education is merely a conversation in college. The gap and breakage between ideal and reality are very obvious.
 
“Second-class teacher qualification” and “easy courses” are the portrayal of today’s general education courses.
In reviewing today’s general education in Taiwan, the general shortcomings are as follows:
1. Students are prematurely diverted to declare a major, causing the departments to take command. Students are only confined to a specific department, thus failing to appreciate the universality and diversity of the university itself, and indirectly causing the marginalization of the general education curriculum.
2. There is a lack in academic scores for the general education curriculum, a deficiency in the overall design, and the curriculum contents are too loose to establish an overall and consistent knowledge integration ability of the students.
3. The contents of specific general education courses may be too biased towards practicality and utilitarianism, or too biased towards the professional courses (causing a “dilution” of professional basic courses), or biased towards a dogmatic or instructional “moral education.”
 
In fact, all three of these biases have lost the core spirit of general education, especially when we give university education a unique mission to lead society to cultural creation and shape a common culture. We need to think about the general education and curricula we need today.
 
Solving the chaotic social issue
Let’s turn the issue toward sociological thinking. Although general education in Taiwan does not seem to be favored, I still think it is an excellent way to solve the chaos in Taiwan today.
 
Under the impact of diverse and chaotic cultures and the influence of various social forces and interests, our island nation presents a political culture that loses its normative meaning and is too vulgar and short-lived.
 
The reason is that we have not cultivated a shared cultural consensus in the education process, and have not given enough effort to develop the civic spirit, let alone independent thinking and innovation (these are said to be the core of the competitiveness of knowledge economy era).

As far as reality is concerned, our university only allows the departments (professional departments) to establish their hegemonic positions on the campus. Its main function is to manufacture and export products to the countries outside the school and the economic workplace, i.e., college graduates. It is the truth of the advanced vocational training institute.
 
In fact, general education can be a base for building a shared culture, civic literacy, and independent critical spirit and cultural creation.
 
On the surface, it does not seem to help much for a person’s profession. On the contrary, these general abilities and literacy are not only conducive to their future professional competitiveness but also bring positive and proactive meanings for the whole society.
 
As the contemporary political philosophy master Strauss said, liberal arts education (general education) can be used as an antidote to today’s vulgar democratic society, which may be more meaningful to Taiwanese society.

Therefore, my advice on general education in Taiwan is mainly institutional, i.e., through a reform of the education system itself. The specific practices are as follows:
1. Promote undeclared major in the 1st and 2nd year of university, allowing students to truly focus on the study of general education in the first two years of university, and cultivate the ability of independent thinking and knowledge integration. It will allow them to establish the autonomy of general education courses.
2. All universities should form a major and minor education system to replace today’s departmental system. Students are general students in the four years of university and required to choose a major and minor course. The department is only the organizational unit of teachers and research institute.
3. Implement the core curriculum system with a compulsory spirit (or low elective) in the general education curriculum, and practice the connotations of shared culture, civic literacy, critical spirit, and cultural innovation mentioned above in the core curriculum.
4. Establish general education with local characteristics. For example, the general education course should be planned in line with traditional Chinese cultures and classics, a general education course that is highly integrated with Taiwan’s land or humanities, or a general education program that allows students to engage in social and community care in active participation. The Ministry of Education (MOE) or schools should encourage the opening of such courses.
5. It is necessary to institutionally protect and encourage teachers to devote themselves to the quality teaching of general education and courses. For example, the general counselors or general education teachers with excellent performance can reduce their lecturing hours, or take this as credit and an essential basis for teacher promotion.
6. The MOE or the National Science Council (NSC) should focus on encouraging the research on general education. The general education should at least be classified as an independent category in the academic classification of NSC.
 
Finally, if the above models can produce good results, it is necessary to implement general education assessment. In other words, the MOE should list general education as a core project evaluated by universities or departments (the results of the evaluation will have a substantial impact on MOE grants to universities) and should include the above six practices in the core indicators of general education evaluation.
 
In addition to institutional reforms, general education must be promoted smoothly. It is also necessary to establish a society-wide emphasis on general education and truly enhance the general knowledge and vision of teachers and students in universities. It requires forming a learning community (including teachers and students) of general education in the university that is full of vitality.
 
In other words, it is a crucial task to let the general knowledge community take root and thrive in the university. It is a long road to no return. I anticipate working together with people of insight in the university.

A last cry from the alternative university professor
I’m a Christian, and I teach at Nanhua University with a Buddhist color.
 
Such a religious and humanistic background makes me believe that “the transformation and growth of life, the pursuit of talent, and the search for self” is the true essence of education. An excellent teacher of general education in Nanhua University can’t make me self-satisfied because I haven’t positioned myself as a pure scholar or a bookmaker since I started teaching at the university (it’s already 21 years to date). I think the university professor should be the conscience of society.
 
Therefore, I’ve been dedicated myself to teaching general education and life education. I want to find a new life of the university and the salvation of my own life in this field.
 
The son’s confusion on wisdom education
My determination to devote myself to life education is stemmed from my son’s extremely painstaking experience in schooling.
 
He was initially a naive, optimistic, enthusiastic, and uniquely talented child in primary school, but he completely changed his tone after entering junior high school. I saw my beloved child suffering under the pressure of distorted academic pressure, with the impression that studying has become a nightmare!
 
All educational theories and learning methods are almost useless in the face of credentialism.
 
I wanted to help, but I couldn’t do anything about it.
 
I was forced to complain with my wife in the newspaper: “The confusion on the path of wisdom education,” advising and protesting about today’s education issue.
 
I didn’t expect that article had caused a great response, where several hundreds of websites reposted and discussed that article. My wife and I also received an exclusive interview with the National Education Radio to discuss Taiwan’s education today, which attracted more attention.
 
Those experiences have led me to believe that I should contribute my efforts to promote the concept of life education. It is a mission of God in my heart.
 
The “anti-vitality power” of Taiwan’s educational scene
Let’s take a look at today’s higher education sites (regardless of the so-called top universities, such as National Taiwan University, National Tsing Hua University, National Chiao Tung University, private universities, or the remote schools in central and southern Taiwan). Routinely, we will capture a strange and yet isn’t a funny scene:
 
The teacher preaches his/her so-called eternal truth with a high-pitched accent at the podium. A group of students comes in late, lazily and unwillingly sitting in the classroom. Some students have already fallen asleep, while most students are sliding their mobile phones and entering their colorful world, leaving the helpless, exhausted, and empty echo voices of the lone teacher...
 
The students are sitting upright and listening, but their minds have already drifted out of their bodies. After seeing such “anti-vitality” educational scene where every student resembles a “personal tombstone,” he expressed the above feeling sarcastically.

In fact, we found that this glimpse of the contemporary Taiwanese education scene coincides with the scene of the medieval university classroom as if time has ceased for five centuries.
 
Although there have been considerable differences in technology, the mode of information transmission, and the progress of people’s way of thinking and lifestyle, our lecture rooms and classrooms haven’t changed much in the past few centuries (except for PPT screens and the simplified digital desks). It’s a miracle in the history of human civilization.
 
However, the era of real change is coming soon. The educational reform attached to the frenzy wisdom revolution will sweep the world in the 21st century.
 
Every teacher and student has to face a new world. The wheel of time is running, the pace of change will not stop, and those who stick to the flaws will be scared out of their wits. We must think about the possibility of a new type of education.
 
What a person needs to solve is not only the challenges of the digital revolution but also the construction of an education base that fosters the future talents of life in the 21st century.
 
As far as life education is concerned, a person has to face the follow-up significant changes in the world situation, the intensified challenges facing the new generation, the diversified values, and the uncertain risks.
 

This makes life education more and more important, not only before high school but also in college education.

 
In Taiwan, however, high school was previously restricted to a spoon-feeding type of credentialism education, resulting in effective implementation of life education.
 
After entering the university, we’ve discovered that in today’s highly professional-oriented universities, there’s absolutely no way to find an implementation foothold in life education.
 
A person can only be offered in a general education course, and eventually become some “embellishment” in the general education curriculum.
 
The cordial neighborhood’s life music
At the same time, Nanhua University began to promote the “Cordial Neighborhood Program” by sending teachers to the national high schools to give life education lectures and regarding it as an expression of Nanhua University to give back to society. This concept immediately attracted my attention as it is almost consistent with the mission that I have nurtured within my inner heart.
 
Soon I became the best promoter of this program, and later became the actual person in charge of the Cordial Neighborhood Program. We organized a team of life education seed teachers with more than 40 people and formed at least ten life-conscious teacher communities. Everyone, regardless of their expertise and beliefs, expanded the life energy through reading sessions and interactive exchanges.
 
Over the years, besides attending classes and doing research, each seed teacher travels around the island from the north to the south, and from the offshore islands to the remote villages and overseas. We’ve conducted more than 1,000 life education lectures, more than 200,000 teachers and students of which are directly involved in listening and interaction activities.
 
Although we’re all unknown private university teachers, we’ve squandered and sprinkled the seeds of life on this land of Taiwan. We’ve no complaints and regrets but have jointly composed touching life music.
 
Flipping life and changing the classroom
While leading the life education team, I also need to devote myself to the first line to interact with the students’ lives.
 
I have good companionship with Ping Chou, who often performs double-person cross talks or other performances at colleagues’ meetings or student activities.
 
The two of us have naturally brought this kind of crosstalk practice into the lectures of the cordial neighborhood and created an alternative type of life education speeches.
 
Over the past five years, we’ve conducted at least 100 speeches in the form of crosstalk style, where more than 30,000 teachers and students have participated.
 
To give students a sense of being able to enter the situation of life’s incitement and reflection, we’ve become a unique life education performance by interconnecting it with musical instruments, films, touching stories, crosstalks, tongue twisters, and funny conversations.
 
We’re not satisfied with the traditional life education model because we can’t stand the expression of students’ intolerance or boredom. We don’t want students to think that we’re just performing boring preaching or cliché.

We want to flip life education. I want to set a personal example by telling my milestone that I was once a stuttering student during the school days but now taking lecturing as my career. I want to tell the stories of my touching life and narrate the positive meaning of many life experiences.
 
We hope that in each lecture, students can be refreshed and enjoyed a feast of life education in laughter and tears.
 
I’m convinced that every life is unique, life has unlimited possibilities, and life will find its way.
 
In other words, it’s “life without limits.” Under this vital commission, I’ve drawn up the Nanhua Pearl Student Program, which has spawned the Nanhua Debate Competition to show the students’ vitality. I also participated in the pursuit and execution of an excellent MOOC teaching program of Nanhua for life education with the orientation of “Driving Life with Vitality.”
 
These efforts are aimed to flip the classroom and turn life through a flipped life education model.
 
They are the salvation of my life
Every time in the most hidden places, I see the incitement and transformation of life.
Every time in an ordinary moment, I discover the beauty and greatness of life.
Over the years, I’ve seen the fundamental laws of life in my daily interactions with students.
 
When I come to the interactive scene of life education, I see the depression and hesitation in the eyes of the students and found their contradictions and sorrows in the students’ doubtful dialogue.

Maybe my career - the meaning of my existence is to promote the fundamental spirit of life without limits, allowing those who are restricted and discriminated against can find more possibilities in life.
 
I finally found out that not only do they need us, but we need them too.
 
I initially wanted to redeem them, but these limited but beautiful souls, their growth and strength, smile and perseverance, and their moving stories have eventually become the salvation of my life.
 
Man’s extremity is God’s opportunity
Life must inevitably experience the process of birth, aging, illness, and death. Just like everything, we must not avoid the changes in life, residence, alienation, and destruction, and the changes in formation, existence, destruction, and emptiness.
 
According to physicalism, human beings are nothing but physical and physiological phenomena, and human consciousness is only the reaction of brain nerve currents.
 
In other words, the end of life is the end, and there is no non-material energy, message, or soul left.
 
Physiologists believe that the death of the flesh is the absolute end of life, and everything is nothing.
 
As a Christian, I’m convinced that this short-lived flesh is the tool of the eternal soul, and this soul has a divine origin, and returning to the source is the ultimate goal of life.
 
In other words, the actions of the physical body of this material in the secular world should have an ultimate source of value and belief as a source of motivation.
 
The dualism view of life believes that human beings have a relatively independent non-physical existence in addition to physiological function and functions of an organism. Some call it consciousness, and some call it a soul (hereinafter referred to as the soul).
 
In the state of physical survival, this soul will adhere to the body. When the body dies, the soul can live independently.
 
In other words, we can survive our death.
 
This part of survival is immaterial, i.e., the soul. Socrates in the Greek period was not afraid of death, because he believed that the soul escaping from the physical burden could be better.
 
I’m not afraid of death too because I’m full of confidence, and I’m convinced that I’ll return to the spiritual home after death. “The experience of death leads us into the experience of resurrection. If we’ve never experienced spiritual death, we can’t experience spiritual resurrection because you can’t live without death” (1 Corinthians 15:36).
 
Man’s extremity is God’s opportunity. Such a view of life goes in separate ways with nihilism and materialism.

Every life has defects
Why? The flaws in life are the blessings from God with makeup.
 
We have a presupposition about life philosophy, i.e., the secular world does not have a perfect life.
 
The state of existence of life must have defects. It’s not a curse. It’s a blessing because imperfections make us humble, and humility makes us bend down and bow our heads.
 
When we bend down and look down, it’s a preparation for us to jump harder. Defects have become a stepping stone for life beyond the limit, and to obtain redemption.
 
Regardless of physical, psychological, or spiritual defect, everyone will encounter it sooner or later. This matter is fair, and there is no exception.
 
The only difference is that some people deny that they’re defective, others are self-defeating for their defects, and some people blame others for their defects.
 
At this time, the defects have become a kind of sacred life.
 
On the contrary, some people face their defects, some accept their defects, and some people are grateful for their defects.

At this time, the defects have become blessings with makeup.
 
The most important gift in life
Although every life is unique, love and care connect many lives together.
 
Although every life has defects, love and care allow all life to work together and complement and complete each other.
 
In the New Testament, agape means kindness, selflessness, altruism, and unconditional love, showing that God’s love for the world is boundless, which means that Christians should have unconditional love for others.
 
In my view of love, agape is the noblest love in life, and it’s also the highest purpose of his own body.
 
Phileo refers that the people’s joy is a kind of brothers’ brotherhood. According to the theologian C.S. Lewis’s book “Four Kinds of Loves,” in addition to agape and Phileo, there are also Eros (sexual love) and Storge (family love).
 
These four kinds of love have the importance of their existence and cannot be ignored.
 
The Apostle Paul (which also happens to be my spiritual name) emphasizes in Chapter 13 of 1 Corinthians that benevolence is an essential virtue of mankind.
 
He says: “Love is endurance and kindness, love is not jealous, love is not boastful, not arrogant, not shy, not asking for your benefits, will not angry easily, not counting the people’s evils, does not like injustice but only likes the truth. Everything is tolerant, everything is a belief, everything is hope, and everything is patient. Love will never stop.”
 
The practice of love in my life is entirely consistent with Apostle Paul’s claim.
 
I’ve devoted my life to general education and life education without regrets.
 
Now that my life will soon come to an end, I pray and still hope that my humble life narration and the little flame on me will glow like a night light and shine its last light for the world even though I’ve reached the state where the lamp will soon extinguish.
 
If so, then I’ve lived a life of no regrets.
 
  •  
Appendix
 (1) Administrative services related to general education:
1. 1999-2001: Served as the Director of Center for General Education, Nanhua University, responsible for planning and promoting the general curriculum structure of Nanhua University’s grassroots and initial development.

2. 2000-2009: Served as the convener of the Western Classics of General Education curriculum, and was responsible for the planning and implementation of the classic education curriculum in Nanhua University. Since 2010, he had been the convener of the core literacy field, responsible for planning and promoting the core curriculum of general education at Nanhua University.
 
3. 2002-2005: Implemented the MOE 2nd echelon of upgrading the university’s basic education program, promoting the basic literacy plan for undergraduates with a variety of teaching methods, and served as a sub-project host for the “Nanhua General Education Guide Course Implementation Plan,” planning the Nanhua General Education Classic Website, and compiling the textbook “University Humanities Classic Reader - The Adventures of Thinking.”
 
4. 2009: Served as the host for MOE’s Sub-project 2 in “General Education Resource Platform Construction and Sustainable Development Project” (planning the database construction program for the schoolwide general education curriculum).
 
5. 2007-2009: Led the planning of Nanhua University’s “Schoolwide Curriculum Innovation Program based on General Education as the core” and served as the core curriculum sub-program host. The program was approved and awarded by the MOE (for three years). In 2010, the project was honorably awarded as the core curriculum pilot school (single outstanding school) issued by the MOE.
 
6. 2013-2016: Promoted the concept of Nanhua Life Education – “Driving Life with Vitality.” The school won the MOE’s excellence teaching program (obtaining a total of NT$160 million grant in 2013-2015) and received a letter of appreciation from the Principal. Chuan-Xiong also served as the host in Excellent Teaching Plan A and continued to promote and implement life education at Nanhua University. In 2015, Nanhua University was approved by the MOE to establish the country’s Center for Life Education.

7. 2014: Again served as the Director of the Center for General Education (has been upgraded to a first-level teaching unit) and was responsible for coordinating the promotion and implementation affairs related with the MOE’s second-cycle evaluation of general education.
 
(2) Teaching services related to general education
 
8. 2007: Recommended by Nanhua University to participate in the selection of “National Outstanding General Education Teacher Award” initiated by the MOE in 2008 and won the Nanhua University’s Excellence Teacher Award in 2008 (General Education).
 
9. 2010 academic year (1st semester): Served as the host in the general education program’s “Discussion and Critical Thinking” and was awarded the Quality General Education Course by the MOE.

10. 2011 academic year (1st semester): Served as the master host for the group plan’s “Contradictions of Contemporary Civilization” and the host of one of the courses “Debate and Contemporary Civilization.” The project received the Citizenship Core Competency Program grant from the MOE.

11. 2011-2016: The core course of general education, “Chinese Thoughts and Civilization (Classic Guide) was selected as the Open General Education Course by the General Education TW (GET) (only 160 courses nationwide were selected).
 
12. 2011: Re-elected as the General Education Excellent Teacher of Nanhua University and recommended to participate in the selection of the 5th National Outstanding General Education Teacher initiated by the MOE.
 
13. 2012 academic year (2nd semester): Served as the master host of the group plan’s “The Weakness of Modern Civilization and Its Reappearance” and the host of one of the courses “Vulnerable Groups, Image Reappearance, and Modern Civilization.” The project received the Modern Citizenship Core Competency Program grant from the MOE.
 
14. 2013: Received the Wang Mei Zhi Life Education Teacher Award from Nanhua University in the 2013 academic year due to his promotion of life education.
 
15. 2014-2015 academic year: Committed to promoting the life education-oriented general education instructor course to understand the core literacy field of generation education <Life Education - Life without Limits> course. Received the MOOC program grant from the MOE for two consecutive years in 2014-2015 (General MOOC and Applied MOOC models) and broadcast on online platforms of Sharecourse, Ewant, TaiwanLife, and Shanghai HAODAXUE.
 
16. 2014: Won the Outstanding Teacher Award for the schoolwide teaching evaluation of Nanhua University in 2013 (only one candidate for the whole school).

17. 2015: Won the Life Education Excellence Award for College from the MOE (a total of five candidates in the country), and received the School Glory Award from the Principal.

18. 2016: Received the MOE grant in “Re-engineering Humanities and Social Science Education Development Plan” for promoting the “Future School - Life Consciousness Academy Project” in the “Future Big Question - Exploration of Global Issues on Humanities and Social Sciences Reengineering and Action Practice Program.”
 
(3) Studies related to general education
19. 2006: Implemented the NSC special research project grant to conduct the general education research (topic: the feasibility and significance of general education in the era of knowledge innovation to promote the classic curriculum - a view from knowledge sociology perspective).
 
20. 2006: Published the academic book on general education research “General Education and Classic Interpretation - An Introspection of Educational Sociology.” It was the first special academic work in Taiwan on the study of general education in classical education. It has 10 chapters and about 350 pages.
 
21. 200-2008: Won the NSC grant for a book writing plan, dedicating to the academic research of general education. The title was: “The transformation of knowledge type contemporary universities - investigation on the view of knowledge sociology.”
 
22. 2008-2010: Won the NSC special research project grant for general education research. Topic: “The construction of a general education curriculum oriented to the public communication and understanding of science and technology - view from the perspective of media reading and deliberation on democracy and risk literacy.”
 
23. 2009: Received the NSC special research project from Nanhua University for three consecutive years (2006, 2007 and 2008) due to his long-term promotion of general education research.

24. 2010-2015: Continued to work on general education-related research and completed 12 books related to general education (including two journal theses, four seminar theses, three book theses, and three other theses) over the past five years.
 
(4) Counseling and extension services related to ​​general education
 
25. 2010-2016: Committed to promoting the general education of Nanhua University with life education as the main axis. He was one of the important promoters of life education at Nanhua University. From 2010 to 2016, he participated in the planning of Nanhua Cordial Neighborhood Life Education Care Project with cooperative help from Professor Ping Chou of the Department of Applied Sociology. Over the past seven years, the two professors had conducted nearly 130 life education lectures at home and abroad, and more than 50,000 teachers and students had participated in the lectures.
 
26. 2012-2016: Promoted the life education teacher community, and organized the Nanhua Life Education Seed Teacher Team (a total of about 40 people) and a life consciousness teacher community (a total of 10 groups). These teams had conducted over 600 cordial neighborhood lectures over the past seven years, directly benefiting more than 250,000 teachers and students.
 
27. 2014-2016: Served as the instructor of the school’s Debate Community and participated in the preparation of the 7th Freshman Cup Debate Competition of Nanhua University from 2009 to 2015, setting off a debate wave on the campus and forming an excellent tradition to carry forward the spirit of vitality and general education on Nanhua University campus.
 
28. 2014-2015: Implemented the Pearl Student Cultivation Program for two consecutive sessions (the 2nd session - Who Dares to Challenge - Debate Talent Cultivation Program, and the 3rd session - Excellence Eloquence and Self-confidence Cultivation Program) for the goal of training students to become outstanding debaters. The outstanding results have prompted the continued promotion of the spirit of general education and vitality of students.