Translator’s Reflections
My name is Liu Yang, with “Liu” being my family name. I have had the privilege of teaching English for 26 years at Tianjin University, China. Over these years, I have taught a variety of courses, including English reading, writing, listening, speaking, literature, and business English. These diverse teaching experiences have allowed me to witness firsthand the profound impact that language education can have on students’ personal and professional growth. However, one of the most important lessons I have learned throughout my career is the integral role of moral education in nurturing well-rounded, responsible individuals.
Throughout my years of teaching, I have come to understand that simply imparting knowledge and improving language proficiency cannot guarantee the development of truly well-rounded talents. Character building is equally crucial. It is only when students develop a strong moral foundation that they can fully realize their potential as both learners and contributors to society. This belief has driven my interest in the field of moral education, and I was particularly drawn to the book Li De Shu Ren: Innovative Ideological and Political Approaches in Higher Education, which explores the significance of moral development in college and university students.
“Li De Shu Ren” is a four-character Chinese idiom, a philosophy that prioritizes moral virtue alongside academic learning. “Li”立= to foster/cultivate; “De”德= virtue/morality (encompassing integrity, compassion); “Shu”树= to educate/nurture; and “Ren”人= people/individuals. Rooted in Confucian ethics, it emphasizes developing moral character—like integrity, responsibility, and compassion—alongside academic skills. In modern contexts, it aims to nurture citizens who balance personal growth with social responsibility, aligning individual virtues with collective harmony and national values.
I have witnessed numerous moments throughout my career that reaffirm the importance of moral education. One particularly striking example occurred during the COVID-19 pandemic, a time that tested not only our physical resilience but also our moral compass. As a state, China has long highlighted collectivism over individualism, a value that, while challenged by the growing influence of Western ideas and individualism, remained deeply ingrained in society. During the pandemic, it was incredibly inspiring to see how the students, many of whom had been exposed to individualistic ideals, demonstrated a profound commitment to the collective good. Despite the pressures of globalization and individual expression, they acted with a sense of responsibility, solidarity, and care for the community. Students volunteered to help those in need, looked after their families, and ensured that others remained safe. This collective behavior, rooted in a strong sense of moral responsibility, was a clear reflection of the power of character-building education.
The pandemic revealed that even in a rapidly changing world, the values of collectivism and mutual care could thrive in times of crisis. It was a reminder to me that moral education, when nurtured, helps shape individuals who prioritize the common good, particularly in moments where society requires cohesion and compassion. The behavior of these students was a testament to the enduring power of moral education in fostering responsible citizens.
During the process of translating Li De Shu Ren: Innovative Ideological and Political Approaches in Higher Education, I had the opportunity to deepen my understanding of moral education by reading many influential texts, both classical and modern. I immersed myself in the teachings of Confucius, Mencius, Laozi, and Hanfeizi, as well as the thoughts of contemporary national leaders on the subject. These works were incredibly inspiring and further reinforced my conviction that moral education is fundamental to the educational experience. The process of translating this text not only allowed me to engage with these profound ideas but also helped me reflect on my own teaching journey. It reminded me of how important it is to nurture both the intellect and the character of our students.
Through this translation, I have come to realize that the integration of moral education with academic learning is essential for shaping students who are not only knowledgeable but also compassionate, responsible, and ethical. I hope that this book will inspire readers to reflect on how we, as educators, can more effectively cultivate moral values alongside academic skills, in order to prepare students to meet the challenges of tomorrow’s world.
National Higher Education Foreign Language Teaching & Research Program: 202412464TJ
