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The present study focusses on the description and analysis of the religious beliefs and practices of a central Taiwanese spirit-writing cult or "phoenix hall" (luantang). A phoenix hall is a voluntary religious association of congregational character centring upon communication with the gods by means of the divinatory technique of "spirit-writing" (fuluan). While spirit-writing can be and is used as an oracle for the solving of believers' personal problems, its more high-profile application is for the writing of so-called "morality books" (shanshu), i.e., books of religious instruction and moral exhortation. Spirit-writing cults are nowadays the most important sources of such works. Much attention has been given to morality books as mirrors of the social concerns of their times, but comparatively little work has been done on the groups that produce them and the meaning these works have for them. An adequate understanding of the meanings and functions of morality books, however, is impossible without some knowledge of the religious groups that produce them and the role played by morality books in their beliefs and practices. It is the objective of this thesis to provide a detailed description and analysis of one such group, the "Temple of the Martial Sage, Hall of Enlightened Orthodoxy" (Wumiao Mingzheng Tang), a phoenix hall in the city of Taizhong that was founded in 1976 and has played a significant role in the modern development of the shanshu genre through the active and varied publications programme of its publishing arm, the Phoenix Friend Magazine Society. The study utilizes data extracted from the Hall's published writings as well as interview, observation, and questionnaire data collected during an eight month period of field research in Taizhong. Part I provides a macrohistorical overview of the development of spirit-writing cults on the Chinese mainland (chapter 1) and on Taiwan (chapter 2) since the nineteenth century, leading up to the case-example's microhistory (chapter 3). Part II is devoted to an account of the beliefs and practices of the Wumiao Mingzheng Tang, including descriptions and analyses of its organization, deities, ritual activities, concepts of moral cultivation, and of the body of morality book literature it has produced over the years. The appendix contains samples of the cult's morality book and scriptural literature, as well as of various liturgical texts.

Thailand and Taiwan have indigenous minority populations which central authorities have sought to assimilate into the national mainstream. In both countries public education has served as an important tool of assimilation. This study examines the political ideology of the moral education curricula as applied to state primary schools serving indigenous populations in three localities in each country. The direct and indirect implementation of moral education was observed and interviews were carried out with teachers, students, parents and community leaders. The results show that as the indigenous minority children become more familiar with the national culture and its value system, they become more aware of ethnic discrimination against them, which in turn leads to a heightened sense of marginality and engenders antipathy toward members of the dominant ethnic group.

The present study focusses on the description and analysis of the religious beliefs and practices of a central Taiwanese spirit-writing cult or "phoenix hall" (luantang). A phoenix hall is a voluntary religious association of congregational character centring upon communication with the gods by means of the divinatory technique of "spirit-writing" (fuluan). While spirit-writing can be and is used as an oracle for the solving of believers' personal problems, its more high-profile application is for the writing of so-called "morality books" (shanshu), i.e., books of religious instruction and moral exhortation. Spirit-writing cults are nowadays the most important sources of such works. Much attention has been given to morality books as mirrors of the social concerns of their times, but comparatively little work has been done on the groups that produce them and the meaning these works have for them. An adequate understanding of the meanings and functions of morality books, however, is impossible without some knowledge of the religious groups that produce them and the role played by morality books in their beliefs and practices. It is the objective of this thesis to provide a detailed description and analysis of one such group, the "Temple of the Martial Sage, Hall of Enlightened Orthodoxy" (Wumiao Mingzheng Tang), a phoenix hall in the city of Taizhong that was founded in 1976 and has played a significant role in the modern development of the shanshu genre through the active and varied publications programme of its publishing arm, the Phoenix Friend Magazine Society. The study utilizes data extracted from the Hall's published writings as well as interview, observation, and questionnaire data collected during an eight month period of field research in Taizhong. Part I provides a macrohistorical overview of the development of spirit-writing cults on the Chinese mainland (chapter 1) and on Taiwan (chapter 2) since the nineteenth century, leading up to the case-example's microhistory (chapter 3). Part II is devoted to an account of the beliefs and practices of the Wumiao Mingzheng Tang, including descriptions and analyses of its organization, deities, ritual activities, concepts of moral cultivation, and of the body of morality book literature it has produced over the years. The appendix contains samples of the cult's morality book and scriptural literature, as well as of various liturgical texts. / Arts, Faculty of / Asian Studies, Department of / Graduate

Western educational policies and practices have impacted Taiwanese early childhood programs. The concept of developmentally appropriate practice has become part of the educational program for young children in Taiwan. This research study was completed to: (a) describe Taiwanese parents' beliefs about developmentally appropriate practice (DAP) in early childhood programs; (b) examine group differences between fathers' and mothers' beliefs about DAP; (c) investigate group differences between parents of different socioeconomic statuses beliefs about DAP; (d) explore group differences between parents' beliefs about DAP when their children attend different types of schools (public and private); and (e) identify salient factors related to the variability of developmentally appropriate beliefs of Taiwanese parents. Three hundred seventy-nine matched Taiwanese parent pairs (mothers and fathers) participated in this survey research study. All parents had at least one child between the ages of 3 and 6 years. Four hundred forty-eight children attended public schools, and 415 attended private schools. The Teacher Beliefs Questionnaire was modified and used to collect data in this study. Findings showed: (a) fathers' and mothers' beliefs about DAP are significantly correlated; (b) fathers' and mothers' socioeconomic statuses are significantly correlated with their developmentally inappropriate practice beliefs; and (c) parents' socioeconomic status was a significant predictor of their DAP belief scores and family, culture, and inclusion belief scores. Future studies are needed to determine the effectiveness and appropriateness of the Teacher Beliefs Questionnaire with Taiwanese parents. Including parent's age, child's gender, child's birth order, residential region, and number of children as variables in future research studies may explain variations in parents' DAP beliefs. Employing qualitative methods, such as classroom observations, case studies, and interviews may be used to verify these findings. The Taiwanese Ministries of Education and Interior may find this study's results useful in creating policies and best practices related to the education of young children. Teachers may use these results to guide their work with parents.

This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood. The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of predicting diversity beliefs in both personal and professional contexts. It echoes the multicultural education approaches advocated by Sleeter and Grant (2003), which say that the most important component of multicultural education involves an entire school and touches all areas including students, teachers, staff, and administrators.

This project provides a background on English instruction in Taiwan, and presents a literature review that builds a theoretical foundation for this project. It also introduces a model of teaching instruction based on an integrated literature approach, and offers a curriculum design which includes plans for instructional lessons.

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In the Western view, shyness has long been perceived as an undesirable personality trait that may interfere with one's interpersonal interactions and adversely affect life satisfaction. However, shyness is viewed differently in Chinese cultures. In Chinese society, individuals are encouraged to restrain personal desires in the interest and wellbeing of the greater good. Given the cultural endorsement of internalized self-control, shy children in Chinese culture are favored for their seeming social competence and selfdiscipline; they are well-liked by their peers and teachers, and considered socially fit. Among the variables that influence L2 strategy choice and use, personality type and motivation are two critical predictors, whereas foreign language anxiety and willingness to communicate often influence learners' performance in L2 communication. This study examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate. Participants were 364 students enrolled in either Freshman English or Sophomore English courses in a private university in Taipei. They were asked to fill out self-report questionnaires about their global shyness, strategy use and motivation regarding their English studies, the degree of foreign language anxiety they experienced in their current English class, and their willingness to communicate in both Chinese and English contexts. Results indicated that non-shy students reported using strategies more often across all strategy types than their shy counterparts, with compensation strategies being used the most often, and social strategies the least often. In addition, results from a series of hierarchical multiple regressions showed that intrinsic motivation to know appears to be the most important predictor among all motivation regulations for all students' use of most of the strategies. Results also indicated that shyness, foreign language anxiety, and willingness to communicate in both Chinese and English were correlated. Students who reported experiencing more foreign language anxiety in their English class showed less willingness to communicate in both Chinese and English. Moreover, shyness and foreign language anxiety had a moderate positive correlation. Implications for research and practice are discussed. / text

The purpose of this project is to develop heuristics and guidelines for English teachers to design appropriate courses. The exploration begins with a review of relevant literature in order to provide principles to comprise a pedagogical model. Based on that model, an instructional unit is presented that incorporates the model in a real-world context.