Oh, and maybe crowdfund a recommended elective course list (also an introduction)
Alright, then the style started to deviate
Hidden talents at Beijing University of Chinese Medicine (tech-savvy, prodigies, top scorers, social butterflies…)
Don’t be constrained by courses (like a kids’ version of Feynman and Calculus, the possibility of disorderly studying—for example: formula medicine, clinical course content can be checked selectively first, there’s always some free time outside classes—for instance: Ali’s simple time arithmetic)
It’s best to have a high-level five-year plan, without too much detail—just outline the major tasks for each academic year. Define what qualifies as passing, excellent, or outstanding graduation.
What can you gain from Beijing University of Chinese Medicine? If you don’t take advantage of it now, you’ll basically have no opportunity later.
It’s quite necessary. You can read this book After Making the Honor Roll: The Mystery of the Divergence of College Students’ Pathways. Planning is very important for college life.
This book proposes two typical patterns of college students organizing their college life based on whether they come from advantaged or disadvantaged family backgrounds—the “goal control model” and the “intuition reliance model”; it summarizes the characteristics of how students using these two models allocate their time and energy during college, revealing why the “goal control model” usually leads to more advantageous pathways than the “intuition reliance model.” Furthermore, the book examines how students under these two models use familiar cultural resources to choose career development directions, revealing the importance of value beliefs in shaping advantageous pathways. Through analyzing the three nested processes of “family background influence,” “investment in school,” and “direction choice,” the book reveals from a cultural perspective the mechanism behind the divergence of graduating pathways for students at prestigious universities. It posits that mastery and application of the “goal control model” as a set of cultural skills rooted in class habitus is at least partly responsible for the differentiated advantages in graduates’ pathways across different universities.
The book also analyzes the important role that the value schemas internalized by students during higher education play in determining specific career directions. Depending on the extent to which career directions are driven by internalized value beliefs, college students using the “goal control model” can be further classified as “autonomous drivers” and “opportunists,” while students using the “intuition reliance model” can be further categorized as “value conformists” and “lost and directionless.”
Chapter 3 reveals the process by which students’ family background in key universities transforms into embodied cultural capital. Based on the differential characteristics of respondents from different family backgrounds in obtaining graduation pathways, it attempts to typify the “goal control model” and the “intuition reliance model,” proposing these two models as products of class-based habitus. Chapter 4, from the perspective of student investment, depicts how students following the two models arrange their academic and extracurricular activities during college. By revealing the contrasting logic in how these two types of students organize academic and social investments, it explains how class differences in graduation pathways are produced during college. This chapter also illustrates how the investment process facilitates certain “intuition reliance” students’ transition to “goal controllers.” Chapter 5 further introduces the role of value rationality, focusing on the contemporary issue of instrumental rationality dominance and lack of sense of meaning, exploring where college students’ career development goals come from. It expands the binary classification of the “goal control model” and the “intuition reliance model,” establishing a four-category model based on two dimensions: “purpose-means agency” and “value-belief driving force”—autonomous drivers, opportunists, lost and directionless, and value conformists—and analyzes the differing mechanisms by which students from various family backgrounds obtain graduation outcomes based on this model.
— After Making the Honor Roll: The Mystery of the Divergence of College Students’ Pathways by Zheng Yajun
Thank you for the introduction. This overview seems quite general. Where can I find references specifically related to the field of Traditional Chinese Medicine?
(… “The Path of Famous Veteran Chinese Medicine Doctors”?)
Such a huge HTML… By the way, could the source be clearly marked next time for reposting?
I am inexperienced and unlearned, but dare to throw out a brick~
Meta-awareness: Medical books are vast and endless; no need to wait for teachers to feed you
Taking my study of Fundamental Chinese Medicine as a negative example: At that time, I didn’t realize there were books to consult (the only thing I thought of was different versions of textbooks), so I densely marked my Fundamental Chinese Medicine textbook with questions and kept pestering the teacher after class, yet a considerable number of doubts remained unresolved—not to mention many issues that one cannot even perceive when first encountering basic TCM theory.
Later, perhaps following the high school approach of “if you don’t understand the lesson, go watch online courses,” I started watching Teacher Pan Yi’s online lectures on Bilibili, and then… gradually discovered a new world.
What books are there? Opening up your thinking
- Breaking classroom limitations
Lecture notes
Teacher didn’t cover it in class? Didn’t understand? Consider famous experts’ lecture notes (search on Taobao for “subject name + lecture notes”)
Because the content of the discipline is vast and class hours limited, and teachers’ teaching styles vary, even if you have listened carefully to the teacher, flipping through famous experts’ lecture notes often brings new insights.
As far as I know, many lecture notes have high reputations in the field (examples: “Zhang Tingmo’s Pharmacognosy Lecture Notes,” “Wang Mianzhi’s Formula Science Lecture Notes,” “Sixteen Lectures on Clinical Pulse Study”)
- Breaking textbook limitations
Advanced series
The 14th and 15th Five-Year Plan textbooks were compressed in coverage and detail to suit undergraduate classroom teaching needs, thus are relatively concise. But each subject seems to have an “enhanced textbook.” For example, the People’s Medical Publishing House’s “Advanced Series of Traditional Chinese Medicine” (11th Five-Year National Key Books)
For example: Formula Science (from the “Advanced Series of Traditional Chinese Medicine,” edited by Li Fei) has 2000 pages, with detailed explanations and a large collection of various formula theories. The Formula Science textbook from the 14th and 15th Five-Year Plans only has 336 pages.
- Breaking subject limitations
The content of one course does not necessarily have to be studied only within the “materials of that course”
For example: The Fundamental Chinese Medicine textbook describes a physiological model of the Zang-Fu organs, and the blanks left in the book can be found again in the Yellow Emperor’s Inner Canon. If you still don’t understand the properties of herbs after reading the Pharmacognosy book, you will find explanations in the formula interpretations…
Make good use of works “outside the course system”
Example 1: Studying Fundamental Chinese Medicine but feel the textbook didn’t clearly explain the generation, circulation, and pathology of blood? Flip through the “Theoretical Parts” of Blood Syndrome Treatises
Example 2: Want to study knowledge related to “Spleen and Stomach”? After finishing the textbook, check out “Treatise on Spleen and Stomach”…
Recommend Teacher Bao Yongsheng’s “Historical Medical Books in Ping’an”
Make good use of reference books
For example, “Differential Diagnosis of Traditional Chinese Medicine Symptoms”
