City University of Hong Kong including selective documentaries , pictures, maps, videos, online resources to stimulate student ’s interests. d. Demonstrate different views held by

1

City University of Hong Kong

Information on a Gateway Education Course offered by Department of Chinese and History

with effect from Semester A in 2014 / 2015

Part I

Course Title: Christianity and Chinese Culture 基督宗教與中國文化

Course Code: GE1115

Course Duration: One semester

Proposed Area: (Please insert “1” for the single primary area, and ‘2” for the secondary area if

applicable. Students will only earn credit units from the primary area.)

Arts and Humanities

Study of Societies, Social and Business Organisations

Science and Technology

No. of Credit Units: 3

Level: B1

Medium of Instruction: Chinese (Cantonese / Putonghua) for the Chinese session_

and English session for the non-local and non-Chinese speaking students.

Medium of Assessment: Chinese for the Chinese session and English for the English

session

Prerequisites: (Course Code and Title) NIL

Precursors: (Course Code and Title) NIL

Equivalent Courses: (Course Code and Title) NIL

Exclusive Courses: (Course Code and Title) NIL

Part II

1. Abstract

This course is specifically designed to indicate problems of cultural accommodation

and cultural conflict that arose after Chinese culture (our own culture) had

encountered with Christianity (the leading Western religious culture), and to interpret

the contemporary significance of studying the interrelationship between the two

distinct cultures. Based on the declarative knowledge and necessary methodologies

2

acquired in the course, students are required to apply their knowledge to real-life

situations and address contemporary cultural and religious issues around the globe.

A variety of cases will be analyzed through several points of penetration, namely 1:

traditional Chinese moral ethics; 2: Chinese religions and beliefs; 3: Methods of the

propagation of Christian faith; 4: Translation of the Bible; 5: Art of painting; 6:

Religious architecture; 7: Religious philanthropies; 8: Policies and laws of the

contemporary Chinese government (The People’s Republic of China) concerning

religions; 9: Conditions of religious activities in modern China.

There are a series of points of penetration list above; however, all of them are link up

to the topic: the encounter of Christianity and Chinese culture.

Teaching and learning activities include lectures, tutorials, in-class group

collaboration, field trip and online discussion. TLAs put enhanced emphasis on the

following:

a. To highlight the essence of the problems concerned, that is, to build up a sound

base of interdisciplinary knowledge from the outset, and to develop consciousness

of exploring problems among students. Students are required to articulate the

components of the problems concerned and to demonstrate their critical thinking

in the course of analyzing controversial cultural and religious problems.

b. To give particular emphasis to the discussion of “how” and “why” every cultural

phenomenon emerges.

c. To summarize methodologies of critical thinking and apply their knowledge to

real-life situations, notably to address contemporary critical issues.

2. Course Aims

The aims of this course are fourfold. It aims to

1. Introduce the relation between Chinese culture and Christianity in historical

context and to offer examples of cultural accommodation and cultural

conflict that arose after the two had encountered.

2. Analyze contentious historical cases by utilizing multifarious perspectives

and methodologies of judging and reasoning.

3. Compare the similarities and differences of Chinese and Western cultures

and of their respective religions.

4. Apply the declarative interdisciplinary knowledge acquired in this course to

real-life situations, notably to discuss contemporary Chinese and global

cultural and religious problems.

The significance of this course as a GE course:

According to the National Geographic published in December 2007 in US, the ratio

of the religious people in the world in 2005 was 85.7%, among these Christians

constituted 33%, while Muslims 21% and Hindus 13%.

It is worthy of note that the ratio of the religious people in China was distinctly

different from other countries. In China, only 8% of the population were Christian,

while 50% were non-religious. In US, on the other hand, Christians constituted 82%

3

of the population, while only 12% were non-believers. 73% of the population in India

were Hindus, while only 1% did not believe in any religion. Added to this, the total

number of Muslims amounted to over one billion, which equalled one fifth of the

world’s population.

One can assert that, according to the numerical data shown above, religion and faith

can still be considered crucially important cultural phenomena in the world today. The

number of the religious people and the proportion of various religions in different

countries are markedly different. With no stretch of the imagination can we know that,

against this background, conflicts may be easily instigated among different peoples as

the process of globalization is accelerating, due to rapid technological advances in

transport and communication in recent years, especially the widespread use of the

internet. What may happen, for instance, if a non-religious person is bound to work

with a Christian, a Muslim or a Hindu; or a Christian is bound to work with a Muslim,

a Hindu or a Confucian? How far can they accommodate each other given that there is

only one reality in their own beliefs? Are they destined to end up in clashes anyway?

In summer 1993, Professor Samuel Phillips Huntington (1927-2008) of the Harvard

University published his celebrated article interrogatively-titled “The Clash of

Civilizations?” in Foreign Affairs magazine, in which he spelled out the viewpoint

that clash of civilizations would very probably act as a deciding factor in provoking

major global conflicts in the future. His conclusion is of course debatable, not to

mention the political overtones in his arguments, but what he put forward can foster

our awareness of the problems or even danger in the sweeping changes brought about

by globalization and technological development in modern times.

In view of the international relations nowadays, it is surely intellectuals who are

obliged to tackle the problems of cultural and religious differences in a serious

manner, and for this reason the issue should in fact form a vital and indispensable part

within the realms of “Gateway Education” at the university level.

3. Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

No. CILOs Weighting

(if applicable)

1. Recognize the relation of Christianity and

Chinese culture from the late Ming Dynasty up to

the present, and articulate the essence of the

problems concerning cultural accommodation and

conflict that came to the fore after they had

encountered.

20%

2. Apply diverse thinking models to cultural and

religious problems in general (such as from the

standpoints of Chinese imperial court, the

Vatican, the Chinese intellectuals and the general

public; considering different angles like Chinese

traditional customs, freedom of religion, relation

of politics and religion, social welfare,

30%

4

propagation of faith, defence of local culture and

so forth) and comment on controversial historical

cases with critical analysis. 3. Synthesize knowledge across disciplines, to

compare East-West traditional values, social

habits, religious beliefs and political

environments through close examination of both

Chinese and Western cultures.

25%

4. Apply academic knowledge to real-life problems,

such as use methodologies acquired in this course

and criticize/examine contemporary cultural and

religious questions in China and the whole

world(For instance, the current diplomatic

relations between China and the Vatican, freedom

of religion for students of the schools run by

religious organizations in Hong Kong, the debate

of establishing a mosque near the former World

Trade Centre site and so forth).

25%

4. Teaching and Learning Activities (TLAs) (designed to facilitate students’ achievement of the CILOs - Some TLAs may address more than one CILO.)

TLA No. Descriptions/ Contents CILO

No.

PILO

No.

A. Due date

B. Teacher’s comment

TLA1

Lectures

(2 hrs per

lesson)

a. The feature of this course is its enhanced

emphasis on problem-based learning. Students

are required to make out “how” and “why”

cultural and religious problems emerge.

b. In-class group learning will be practiced.

Students are encouraged to ask questions

actively, and express their ideas and share

their experience.

c. Make good use of audio-visual learning

materials including selective documentaries,

pictures, maps, videos, online resources to

stimulate student’s interests.

d. Demonstrate different views held by different

scholars by utilizing resources like

video-recording materials reserved by Chinese

Civilisation Centre for teaching purposes in

order to strengthen students’ ability to

compare, synthesize and judge. Please refer to

“Resource Planning and Consultation”.

e. Incorporate distinguished works done by

students into the teaching materials intended

for the students of the same class. Please refer

to Appendix 1.

f. Students are required to respond to questions

instantly so as to foster an interactive learning

environment.

1, 2, 3,

4

1, 2,

3, 8,

10

A. Conducted during the

class

B. Instructors will guide

the students to apply

analytical thinking skills

and in-class collaborative

strategies (group

discussion for instance).

Immediate feedback will

be given on their

performance to foster an

interactive learning

environment.

5

TLA2

Tutorials

(1 hr per

lesson)

a. Emphasize case study and encourage students

to analyze important cultural debates and

religious phenomena in a critical way. This

activity aims to develop student’s critical

thinking skills to assess different ideas.

b. Assess students’ understanding of the basic

readings and their analytical skills.

c. Students should have some preparation for the

class. They are, for instance, required to read

several essential passages before attending

each tutorial class.

d. Students are divided into small groups and

each group is responsible for a presentation in

which the topic is designated by the

instructors. Students of the same group are

encouraged to collaborate so as to ensure that

the presentation is well-organized and

coherent. Peer comment and marking will be

practiced. These activities help develop

students’ problem-solving skills and foster

their interpersonal communication.

1, 2, 3,

4

1, 2,

3, 6,

7, 8,

10

A. Conducted during the

class

B. Instructors will guide

the students to apply

analytical thinking skills

and in-class collaborative

strategies (group

discussion for instance).

Immediate feedback will

be given on their

performance to foster an

interactive learning

environment.

TLA 3

Online

Discussion

and

Reflection

a. Students have to do some reading on the

internet at the very beginning. Videos or short

writings like newspaper articles will be posted

on the Blackboard forum.

b. Students are required to respond to open-ended

question(s) based on both the materials and

real-life problems. They have to demonstrate

critical thinking and reasoning with solid

evidential support.

c. Each student has to comment on each other’s

answers. Please refer to Appendix 2.

2, 4 1, 2,

3, 8,

10

A. Altogether 3 rounds.

Each lasts for one week

(students have to collect

and analyze relevant

materials, and to develop

conclusive arguments).

B. For each round,

instructors will provide

written feedback on the

performance of the

students within two

weeks.

TLA 4

Field Trip

a. To develop a strong sense of curiosity, a field

trip will be arranged to visit selected societies

(like Christian churches, seminaries, charitable

organizations, cemetery, large-scale public

functions in local or nearby areas and so forth)

to investigate into how Christianity today

functions within the community of the Chinese

people.

b. Students are divided into small groups and each

group has to interview a number of Christian

and non-Christians. The data collected in this

way provide a basis for the group projects.

c. Students are required to finish post-trip forms

expressing their instantaneous queries and

reflections.

1, 3, 4 1, 2,

3, 6,

7, 8,

10

A. Within two weeks

after the field trip

B. Instructors will pick

out the most

distinguished works

submitted by the students

(with good original

ideas) and include them

into the teaching

materials. These

materials will be utilized

for in-class discussion

thereafter. Immediate

feedback will be given

during the class to

stimulate their analytical

thinking.

6

TLA5

Group

Project

a. Students of the same group have to work

together to finish a written report.

b. This group project is composed of three parts:

1. Questionnaires; 2. Data analysis; 3.

Comments and conclusions. Following the

guidance of the instructors, students are

required to apply the knowledge and

methodologies taught in the course and analyze

the results of the questionnaires collected in the

field trip. They are encouraged to collaborate

actively and reflect both personal and group

conclusions.

1, 2, 3,

4

1, 2,

3, 7,

8, 10

A. By the end of the

semester

B. Instructors will mark

the reports and upload

the feedback onto the

internet for their

reference. Face-to-face

interview with some

students will be held if

necessary.

5. Assessment Tasks/Activities (designed to assess how well the students achieve the CILOs –Some assessment tasks/activities may address

more than one CILO.)

Type of Assessment Tasks/Activities CILO No. PILO No. Weighting

1. Meaningful class participation and

performance:

Students’ participation and performance in

response to in-class questions, discussions,

debates and other class activities in large

class teaching activities, tutorials and

fieldtrips. Students have to show their

pre-class preparation.

1, 2, 3, 4 1, 2, 3, 8,

10 25%

2.Online Discussion and Reflection:

Students’ performance will be assessed

according to the content, analytical and

critical thinking, language demonstrated.

2, 4 1, 2, 3, 6, 7,

8, 10 15%

3.Oral Presentation:

a. Students’ performance will be assessed

according to the content, analytical and

critical thinking, language and

communication, problem-solving and team

work skills demonstrated.

b. Students should show their co-operation

to conduct a well-organized presentation.

1, 2, 3, 4 1, 2, 3, 8,

10 20%

4.Field trip report

Field trip report comprises two parts:

“questions” and “reflections”. The first part

aims to assess students’ ability to observe

and query, while the second part the ability

to correlate course knowledge with real

situations, to analyze and to make informed

judgment.

1, 3, 4 1, 2, 3, 6, 7,

8, 10 15%

5.Group Project:

a. Written group project. The scope and

context of this project is about the analysis

1, 2, 3, 4 1, 2, 3, 7, 8,

10 25%

7

of the thought and the interrelation between

Modern Chinese and Christianity.

b. Students’ performance will be assessed

according to the content (especially the

ability to use primary and secondary source

materials), their own analytical and critical

thinking, language and communication,

problem-solving and team work skills.

6. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations

Grading pattern: Standard (A+, A, A-…F)

Meaningful class participation and performance (25 %)

Letter Grade Grade Point Grade Definitions Description In-class discussion

Performance

A+

A

A-

4.3

4.0

3.7

Excellent Strong evidence of

‧active in-class participation,

positive listening, ability to

simulate class discussion and

comment on other points.

‧sufficient pre-class

preparation and familiarity with

peer reports and other

materials.

‧Identify and

analyze the topics

critically with

excellent grasp of the

materials and

in-depth knowledge

of the subject matter.

‧Interpret

independent opinions

effectively and

efficiently.

B+

B

B-

3.3

3.0

2,7

Good Some evidence of


positive listening, ability to

initiate class discussion and

comment on other points.




materials.

‧Understand crucial

aspects of the topics

with initiation of

sufficient and definite

opinions or queries.

‧Interpret opinions

effectively.

C+

C

C-

2.3

2.0

1.7

Adequate Limited evidence of


listening comprehension,

ability to participate class

discussion and comment on

other points.

‧Understand

adequate aspects of

the topics with

initiation of opinions

or queries.

‧Organize, clarify

8




materials.

and supplement the

subject matter of the

topics.

D 1.0 Marginal Marginally satisfies the basic

requirements of the

participation.

Understand the topics

and put forward

relevant opinions or

queries.

F 0.0 Failure Fail to meet minimum

requirements of participation

‧fail to understand

the topics.

‧Put forward

unclear and

self-involved

opinions.

Online Discussion and Reflection (15%)

Letter Grade Grade Point Grade Definitions Description

A+

A

A-

4.3

4.0

3.7


‧rich content, ability to integrate various resources

based on demand ;

‧rigorous organization, coherent structure, systematic

composition;

‧clear and integrated ideas which can keep to the

point, clear-cut subject, distinct themes, ability to

interpret the opinions effectively;

‧ability to criticize different facts and statements, to

provide practical and innovative comments with

convincing demonstration;

‧ability to respond to other statements rapidly and

stimulate class discussion.

B+

B

B-

3.3

3.0

2,7



based on demand ;


composition;





9





C+

C

C-

2.3

2.0

1.7



based on demand ;


composition;









D 1.0 Marginal ‧adequate content, ability to integrate resources

generally based on demand, limited or irrelevant use of

resources;

‧loose organization;

‧ability to express relevant points to the subject

matter;

‧ability to use references, provide some reasonable

personal comments, but no clear demonstration;

‧ability to respond to other comments in simple

terms.

F 0.0 Failure ‧vague and devoid of content, weak ability to

integrate limited resources ;

‧loose organization, without distinct primary and

secondary levels;

‧unsystematic ideas which cannot express the subject

matter or relevant themes;

‧summary of references, no personal idea and

comment, or providing unreasonable comment;

‧inability to respond to others, devoid of content and

unclear comment.

10

Oral Presentation (20%)

Letter Grade Grade

Point

Grade Definitions Description

A+

A

A-

4.3

4.0

3.7


‧Rich content, excellent grasp of the materials with

in-depth or extensive knowledge of the subject matter;

‧rigorous organization, coherent structure, balanced

composition;

‧critical analysis, convincing statement and creative

comment;

‧superior presentation skills: distinct pronunciation,

fluent expression and appropriate diction, exact

time-management.

B+

B

B-

3.3

3.0

2,7


‧Rich content, excellent grasp of the materials with



composition;


comment;



time-management.

C+

C

C-

2.3

2.0

1.7


‧rich content, excellent grasp of the materials with



composition;


comment;



time-management.

D 1.0 Marginal ‧loose organization, but acceptable identified content.

‧adequate understanding of the reading and indication

of grasp of the general ideas, limited or irrelevant use

of reading materials;

‧simple and unilateral comments, without clear

explanation;

11

‧acceptable pronunciation and expression; few of

mistakes in diction, but no influence to general

delivery.

F 0.0 Failure ‧limited familiarity with the facts of the reading and

its surface relations, unsystematic ideas which cannot

express the subject matter or relevant themes;

‧loose organization, without distinct primary and

secondary structure;

‧devoid of personal comment and/or unreasonable

opinion;

‧softly voice, indistinct pronunciation and improper

diction, seriously over time.

Field trip report (15 %)

Letter Grade Grade

Point


A+

A

A-

4.3

4.0

3.7



into primary and secondary levels based on demand ;


composition;




‧sufficient and organized references which can be

utilized in accordance with the topic.

‧exact and fluent expression, good sense of context,

ability to use various writing skills to make the paper

convincing with proper diction.

B+

B

B-

3.3

3.0

2,7





composition;





12





C+

C

C-

2.3

2.0

1.7





composition;









D 1.0 Marginal ‧ adequate content, ability to integrate resources


resources;



matter;

‧references are insufficient, ability to provide some

reasonable personal comments, but no clear

demonstration;

‧sentence fluency and diction is acceptable.

F 0.0 Failure ‧ vague and devoid of content, weak ability to


‧ loose organization, without distinct primary and

secondary levels;



‧summary of references, no personal idea and/ or

unreasonable comment;

‧seriously insufficient/ no reference;

‧although expression is not clear, part of the idea can

be identified; over use of existing quotations and

relevant research.

13

Group Project (25%)

Letter Grade Grade

Point


A+

A

A-

4.3

4.0

3.7





composition;









B+

B

B-

3.3

3.0

2,7





composition;









C+

C

C-

2.3

2.0

1.7





composition;





14





D 1.0 Marginal ‧ adequate content, ability to integrate resources


resources;



matter;

‧references are insufficient, ability to provide some

reasonable personal comments, but no clear

demonstration;

‧sentence fluency and diction is acceptable.

F 0.0 Failure ‧ vague and devoid of content, weak ability to


‧ loose organization, without distinct primary and

secondary levels;



‧summary of references, no personal idea and/ or

unreasonable comment;

‧seriously insufficient/ no reference;

‧although expression is not clear, part of the idea can

be identified; over use of existing quotations and

relevant research.

15

Part III

Keyword Syllabus:

基督宗教、天主教、基督新教、中國文化、耶穌會、來華傳教士、利瑪竇、東西

方文化交流、祭孔、祖先崇拜、禮儀之爭、納妾、馬禮遜、太平天國、教案、反

基督教運動(1922-1924)、三自運動(自治、自養、自傳)、毛澤東、文化大革命

(1966-1976)、梵蒂岡、農村教會、基督宗教福利事業、福利傳教、宗教文化

Christianity, Protestant, Catholic, Chinese culture, Society of Jesus, missionaries in

China, Matteo Ricci, cultural exchange between East and West, offer sacrifices to

Confucius, ancestors worship, the Controversy of Rites, concubines, Robert Morrison,

The Taiping Heavenly Kingdom, missionary case and persecution of missionaries,

Anti-Christianity Movement (1922-1924), Three-Self Movement (Self-governance,

Self-support and Self-propagation), Mao Zedong, Cultural Revolution (1966-1976),

The Vatican, churches in villages, Christian philanthropic enterprise, welfare mission,

religious culture

Recommended Reading:

Text(s):

1. 明末清初傳教士策略及個案研究 Strategies of the missionaries (the Jesuits) in

China during the late Ming and early Qing Dynasties

1. 《天主教東傳文獻》(吳相湘主編《中國史學叢書》本，第 24 種；臺北：

臺北學生書局，1965年)。

2. 方豪：《中國天主教史人物傳》(香港：公教真理學會，1967年)。全 3冊。

3. 曹增友：《傳教士與中國科學》 (北京：宗教文化出版社，1999年)。

4. 黃正謙：《西學東漸之序章：明末清初耶穌會史新論》(香港：中華書局，

2010年)。

5. 顧衞民︰《中國天主教編年史》(上海︰上海世紀出版集團，2003年)。

6. Cronin, Vincent, The wise man from the West (London: R. Hart-Davis, 1955).

7. Dunne, George Harold, The Jesuits in China in the last decades of the Ming

Dynasty (Chicago, 1944).

8. Rowbotham, Arnold Horrex, Missionary and mandarin: the Jesuits at the court

of China (New York: Russel, 1966).

9. Spence, Jonathan Spence, The memory palace of Matteo Ricci (New York:

Penguin Books, 1985).

10. Standaert, Nicholas (ed.), Handbook of Christianity in China (Leiden: Brill,

2001- ).

2. 基督宗教與中國文化的適應與衝突研究 Cultural conflict and cultural

accommodation

1. 孔漢思 (Küng, Hans)、秦家懿 (Ching, Julia) 著，吳華譯：《中國宗教與基

督教》(北京：三聯書店，1990年)。

2. 邢福增, 梁家麟合著：《中國祭祖問題》(香港：建道神學院：基督敎與中國

16

文化硏究中心，1997年)。

3. 吳孟雪：《明清時期──歐洲人眼中的中國》(北京：中華書局，2000年)。

4. 李天綱：《中國禮儀之爭：歷史．文獻和意義》(上海：上海古籍出版社，

1998年)。

5. 黃一農：《兩頭蛇：明末清初的第一代天主教徒》(新竹：國立清華大學出

版社，2005年)。

6. Criveller, Gianni, The parable of inculturation of the gospel in China: a Catholic

viewpoint (Hong Kong: Centre for the study of Religion and Chinese Society,

Chung Chi College, The Chinese University of Hong Kong, 2003).

7. Cummins, J. S., A questions of rites: Friar Domingo Navarrete and the Jesuits in

China (Aldershot, Hants: Scholar Press, 1993).

8. Minamiki, George, The Chinese Rites Controversy from its beginning to modern

times (Chicago: Loyola University Press, 1985).

9. Mungello, David E., The Chinese Rites Controversy --- its history and meaning

(Nettetal: Steyler Verl., 1994).

10. Noll, Ray R. (edited with introductions and summaries by), Sure, Donald F. St.

(translations by), 100 Roman documents relating to the Chinese Rites

Controversy (1645-1941) (San Francisco: Ricci Institute for Chinese-Western

Cultural History, 1992).

3. 中華民國以後基督宗教與中國文化問題研究Christianity after the Republican

era and its relation with Chinese culture

1. 王治心︰《中國基督教史綱》(上海：上海古籍出版社，2004年)。

2. 邢福增：《基督教在中國的失敗? : 中國共產運動與基督教史論》(香港：道

風書社，2008年)。

3. 徐玉成：《宗教政策法律知識答問》(北京：中國社會科學，1997年)。

4. 梁家麟：《福音與麵包 : 基督敎在五十年代的調景嶺》(香港：建道神學院

基督敎與中國文化硏究中心，2000年)。

5. 陳方中，江國雄著：《中梵外交關係史》(台北市：臺灣商務印書館股份有

限公司，2003年)

6. Hawkin, David J., Christ and modernity: Christian self-understanding in a

technological age (Waterloo, Ont., Canada: Published for the Canadian

Corporation for Studies of Religion by Wilfrid Laurier University Press, 1985)

7. Lam, Anthony S. K., Sino-Vatican diplomatic relations in World War II: a Hong

Kong perspective (Sankt Augustin: Insitut Monumenta Serica, 2010)

8. Leung, Beatrice Kit-fun Benedict and Liu, William T., The Chinese Catholic

Church in conflict: 1949-2001 (Boca Raton: Universal Publisher, 2004)

9. Leung, Beatrice Kit-fun Benedict, Sino-Vatican relations: problems in

conflicting authority, 1976-1986 (Cambridge: Cambridge University Press,

1992)

10. Wang, Chen-Main Peter, Contextualization of Christianity in China: an

evaluation in modern perspective (Sankt Augustin [Germany]: Institut

Monumenta Serica, 2007)

17

Video-recording:

Cardinal Joseph Zen on relations between the Vatican and China [video-recording]

(Hong Kong: RTHK, 2006)

Chances of establishing Diplomatic relations between the Vatican and China (Hong

Kong: ATV, 2005)

Diplomatic relations between the Vatican and China (Hong Kong: ATV, 2006)

Online Resources:

中國人民共和國宗教事務局

State Administration for Religious Affairs of P.R.C.

http://www.sara.gov.cn/gb/

浙江大學基督教與跨文化研究中心

The Key Institute of Christianity and Cross-Cultural Studies, Zhejiang University

http://iccs.zju.edu.cn/

建道神學院基督教與中國文化研究中心

Christianity and Chinese Culture Research Centre, Alliance Bible Seminary

http://www.abs.edu/Common/Reader/Channel/ShowPage.jsp?Cid=66&Pid=6&Versio

n=0&Charset=big5_hkscs&page=0

漢語基督教文化研究所

Institute of Sino-Christian Studies

http://www.iscs.org.hk/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Chars

et=iso-8859-1&page=0

遠東廣播有限公司

Far East Broadcasting Co. Ltd

http://www.febchk.org/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Chars

et=big5_hkscs

http://www.sara.gov.cn/gb/

http://iccs.zju.edu.cn/

http://www.abs.edu/Common/Reader/Channel/ShowPage.jsp?Cid=66&Pid=6&Version=0&Charset=big5_hkscs&page=0

http://www.abs.edu/Common/Reader/Channel/ShowPage.jsp?Cid=66&Pid=6&Version=0&Charset=big5_hkscs&page=0

http://www.iscs.org.hk/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Charset=iso-8859-1&page=0

http://www.iscs.org.hk/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Charset=iso-8859-1&page=0

http://www.febchk.org/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Charset=big5_hkscs

http://www.febchk.org/Common/Reader/Version/Show.jsp?Pid=1&Version=0&Charset=big5_hkscs

Documents

City University of Hong Kong including selective documentaries , pictures, maps, videos, online resources to stimulate student ’s interests. d. Demonstrate different views held by