新作坊 Humanity Innovation and Social Practice

Abstract

As post-secondary education becomes progressively market-driven, societal disparities and injustices are increasing. Public discourses on this and related topics have criticized higher education as the reason for social disconnection, and encouraged higher education to engage more directly and collaboratively in projects involving local and global issues. This paper examines Dong Hwa University’s attempt to initiate social practice curriculums to challenge the pedagogies of various academic domains, and discusses the collective transgression of boundaries between university classrooms and local communities in order to increase the potential for shared transformation. Specifically, this study focuses on three of Dong Hwa’s Humanities Innovation and Social Practice curriculums, their differences from traditional pedagogical practices, and their potential for fostering community-university partnerships. These innovative methods emphasize cooperation among executive project officials, instructors, and learners to meet the needs of local and academic communities. One critical challenge is how to address immediate and visible problems while fostering contextual understanding. However, we also note the emergence of creative action plans aimed at supporting professional growth beyond current disciplinary confines.