Newsletter No. 364

No. 364, 4.10.2010 3 無論作為管理學系的老師還是逸夫書院的一員，陳教授總 認為與學生的交流是他最珍惜的經驗。他強調江山代有才 人出，對學生既要關注也須放手。他從不自立於高地批判 學生，而是主張掏空自己，投入他們的世界，理解他們。「要 批評學生，先批評自己，先問為甚麼學生會變成這樣。世界 在變，學生的教養、身處的環境與我們經歷的截然不同，切 忌把舊的一套硬套在他們身上，或心存成見，貿然把他們的 看法擯諸門外。但在大是大非的骨節眼上，在普世價值上， 我們有責任向他們闡明。」 他講述了一則有趣的故事。「有一次我給學生搭便車到火 車站，他二話不說上了後座，起初我真受不了，他是把我當 作司機嗎？幸好我有這份能耐，等了一會，問他坐在前座跟 後座可有不同。他說：『當然不能坐在前面，我跟教授地位 不同，怎能跟你平起平坐？』至此我恍然大悟，原來他的認 知與我的角度不同，並不構成他行為的對錯。」小至一個車 廂，也是陳教授洞照世情的地方。 Professor Chan thinks that interaction with students is his most cherished experience. He stresses that brilliant young people keep emerging. One should take good care of one‘s students but one should also be ready to let go of them. He has never thought that it is right to take the moral high ground to criticize students. He believes in emptying one’s mind and putting oneself in students’ shoes so that one can better understand them. ‘To criticize a student, you have to first criticize yourself. You have to ask why that student acted like this. The world is changing. The education that our students have received and the environment in which they’ve grown up are different to those of ours. You shouldn’t impose your values on them, shouldn’t be prejudiced against their views. But we have to tell them the universal values in the face of a right-or-wrong issue.’ He has an interesting story to share: ‘Once I gave a student a ride to the MTR University Station. He immediately took the back seat. I felt offended. Is he treating me as his driver? Luckily I am good at controlling my temper. I waited a while then asked him about the difference between sitting up front and riding in the back. He replied, “I can’t sit in the front because I’m not in the same league as you, professor.” He made me realize that we were seeing things from different angles.’ A short car ride can be an inspiration for Professor Chan to understand life. 車廂裏看兩代世界 One Car Ride, Views of Two Generations hallmates when they have to respond to social issues. The sense of belonging is stronger among students who go to classes together during the day and stay in hostels at night. ‘We developed long-lasting friendships because we spent a lot of time together and knew each other very well. Many of my hallmates still are in touch with each other.’ Between New and Old The bond between Professor Chan and Shaw was forged when the College first came into being. He had been a department coordinator and had sat on different committees of the College. He is also a member of its Board of Trustees and College fellow. ‘In 1986 there was virtually nothing in this corner of the CUHK campus. When we held meetings, we held them on Chung Chi campus. It took another year before basic facilities were available here. During its opening ceremony, I was deeply moved as I witnessed this once barren land being filled with guests.’ To cope with the reversion to a four-year undergraduate curriculum, the number of CUHK’s Colleges has increased from four to nine. As a result, Shaw, originally the youngest constituent College, becomes one of the veterans. Professor Chan is happy to see this development, which is new to both Shaw and the University as a whole, because it blows fresh air into our college system. ‘A diverse world requires people with different dispositions. The four old Colleges will continue to grow as the five new ones, all headed by outstanding helmsmen, join the college system. What is in common is that all Colleges’ teachers and administrators are enthusiastic about serving their students and are committed to the development of their Colleges.’ How will 25-year-old Shaw College position itself? Professor Chan compares it to a person: ‘A 25-year old’s character begins to take shape but is still in a formative stage. Shaw is like a young man in his prime, full of passion and vigour, striving for a brighter future. Our advantage is we’ve moved into a stable orbit but we’re not confined by it. It’s changeable.’ Shaw College’s education is both ‘society-based’ and ‘human-based’ in nature. The former means that our education is responsive to the needs of society; while the latter implies that it is sensitive to the aspirations and interests of students. To help students live up to the College’s slogan ‘Excellence with a soul, leadership with a heart’, Professor Chan has proposed five pillars. Five Pillars Cultivating good conduct involves time management, continuous learning, a balance between personal pursuits and social networking, development of moral integrity, self-discipline, and altruism, etc. Serving the community: Human beings are social animals. We have to connect with society. To establish this connection, you have to first understand society, know its needs, and do your bit for it according to your capacity. Getting to know your country: The vastness of China defies comprehension, so we should take immediate action to get to know her as much as possible. For example, after the Sichuan earthquake, Shaw staff and students visited the province to help the victims. By working as interns in Hangzhou, our students gained a deeper understanding of China and this might be a life- changing experience for the participants. Developing a global perspective: As members of this planet, we should pay close attention to happenings in the world, reflect on them, connect ourselves with them, and respond to them. The College is building a multi- purpose learning centre to help students make better use of information technology to connect with the world. Caring for the environment: This is what ancient Chinese referred to as harmony between man and heaven. Today we call it the green revolution. In line with CUHK’s green philosophy, we will lead students to explore the harmony between man and nature, educate them to preserve resources for the future generations. ‘These five pillars, legacies of Prof. P.C. Ching, Prof. Joseph J.Y. Sung and other former College Heads, echo CUHK’s emphasis on the link between the past and the present, and the interaction between China and the West. The former is about dealing with present-day issues by learning from the lessons of the past. The latter is about the relations of our country and the world. We hope to consolidate students’ understanding of these five pillars through the College’s general education courses. And we’ll let students live out these ideas through experiential learning activities.’ The future is like a beacon yonder. To get to the destination, it takes the helmsman’s short- term, mid-term, long-term plans, together with input from different sources. Management and planning are the new Head’s expertise. ‘For example, the commitment to community service has already become a hallmark of Shaw. It’s time to expand the breadth and depth of this effort. Of course, we don’t have to hurry to finalize all the details. New vistas will appear at every turning. All the stakeholders, including trustees, alumni, students, staff, the public, are like actors on stage. Each expression of the eyes, each stylized movement may bring about a new twist to the plot. This is what management guru Jim Collins meant by “preserve the core, stimulate progress”.’ Professor Chan hopes that when the College celebrates its 30th anniversary five years later, ‘Shaw will be well positioned. When it reaches 40, it will begin to reap a sweet harvest. When it turns 50, it will serve as a beacon for the future generations.’ 逸夫書院於1986年動工興建（左）發展至今（右）已具規模 Shaw College under construction in 1986 (left) versus the developed campus (right)