第二届英国牛津大学留学生中医药文化交流会

中医药有几千年的发展历史,是人类宝贵的财富,然而在一段时期一些不懂中医而盲目崇洋的人竟然宣扬中医药是“伪科学”,让中医药的发展蒙上了一层阴影……

2003年春天一场SARS重新将中医药带回人们的视线,中医药以它无可替代的卓越疗效赢得了世界的尊重;2015年女科学家屠呦呦荣获诺贝尔医学奖,她从中医古典里得到启发,发现中药青蒿素的提取物有高效抑制疟原虫的成份,这一发现挽救了全球数以百万计人的生命,激发了全世界学习中医药的热情。

近年来党中央密集出台了《中医药发展战略规划纲要(2016-2030年)》、《中医药发展“十三五”规划》、《“健康中国2030”规划纲要》、《中华人民共和国中医药法》等利好中医药的政策,国家已把发展中医药上升到了战略高度,中医药发展正迎来了天时、地利、人和的好时机!

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2017年8月4日,由“中国中药协会中医药适宜技术委员会”和“牛津学联”共同举办的“第二届英国牛津大学留学生中医药文化学术研讨会”在英国成功举办,参加本次研讨会的有陕西中医大学校长周永学先生;重庆市中医院书记王守富先生;中国中药协会中医药适宜技术委员会委员马秀锦先生;中国中药协会中医药适宜技术委员会委员代卫红先生及专家、学者、全国优秀基层医生30余人。“仁医之路”团队远赴重洋前往英国•牛津大学与海外莘莘学子面对面共议中医药文化,真有一种“久旱逢甘雨,他乡遇故知”的感觉,研讨会上陕西中医大学周永学校长和重庆市中医院王守福书记做了热情洋溢的会议致辞,并与学联代表互赠礼物留念。

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陕西中医大学周永学校长做会议致辞

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重庆市中医院王守福书记做会议致辞

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学生会副主席张雪建会议致辞

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中国中药协会中医药适宜技术委员会”与“牛津学联”互赠礼品留念

提问互动和中医适宜技术展示环节把会议议程推向了高潮,学子们对神奇的中医产生深厚的兴趣,他们精神高度集中,求学若渴,踊跃提问,学子们忘我的学习热情让老师们看在眼里,喜在心里,他们知无不言,言无不尽,耐心的一一解答,不厌其烦的一一展示……

“近百年来,无数海外学子胸怀家国天下,为中华民族的崛起作出了巨大的贡献,用行动诠释了家国情怀,挺起了民族的脊梁,树起了精神丰碑。”詹天佑用从美国学习的知识建造了第一条铁路;钱学森冲破重重阻扰和困境回到祖国,成为两弹一星的功臣;而孙中山则以推翻腐败的满清政府展示了他才是最伟大的爱国者……

“国以才立,业以才兴。”海外留学生是祖国宝贵的财富,他们品学兼优,勇于担当;他们远赴海外学习先进的文化知识,增长经验,增强本领,,增进了各国人民间交流和友谊,为祖国和人民贡献自己的智慧和力量。未来“仁医之路”将借助“一带一路”的战略规划,加强与沿线国家交流和传播中医药文化,我们愿与海外留学生一道做中医药文化传播的使者!

吕良伟牛津讲座

1月24日周二晚,牛津中国学生学者联谊会(OXCSSA)在Wadham College迎来了著名香港艺人吕良伟。他是《雪山飞狐》中的胡一刀和胡斐,也是《风暴》中的啪哥,更是《上海滩》中的“丁力”。从当年的TVB小生到天王级别男神,他活跃于大陆,香港的银屏之上,出演影视剧作逾数百部,著作等身,被业内称之为“传奇一哥”。

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吕老师与现场观众合影

 

时光飞逝,“丁力”一角一直被视为经典和传奇,不仅如此,时间似乎在吕良伟先生身上凝固,站在讲台前的他帅气不减当年,身姿甚至更为年轻,挺拔。在这次讲座中,他畅谈了自己的演艺之路。作为一个演员的自我修养,演艺对他来说更是一个学习的过程,剧本中的人物和不同的文化背景让他受益良多。出道以来,吕良伟接演了多部佛教题材影视剧,他演过达摩祖师,六祖慧能,更扮演过释迦摩尼,他着重谈到了1999年的电视剧《达摩老祖》。对于从小信佛的他来说,在这部剧中饰演达摩祖师让他加深了对佛教的理解,达摩“九年面壁祖佛成”的修行经历,前往贵州山区拍戏时的所见所闻,更是让他重新领悟到修心与修身的关系。这段经历促成了他做公益行慈善之心,对人生和修行的感悟也使他获益至今。

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当谈到他的成功秘诀时,吕良伟先生强调了“坚持不懈”这四个字,对他来说,这不仅仅是他演艺红火的成功秘诀,更是他这几十年来保持健康活力,成为“不老传说”的秘诀之一。当主持人问到他的养生秘笈时,他不仅现场为大家讲解养身的秘诀,还在现场的互动讲解和演示环节与大家分享了他的独家秘方——由自身心得与过往在少林寺拜师经历总结出的达摩回春拳。现场尝试的观众表示,其中有些动作真的是好难啊。

 

55吕老师与现场观众亲切互动

 

对吕良伟来说,演员是兴趣,也是职业。在对未来的展望中,他提到接下来将在香港红馆出演舞台剧《风云》,这对他来说是一次新的突破,更是愉快的学习过程。

 

在活动的最后,吕先生一一回答了观众的提问,并满足了观众的合影和签名要求。我们在此感谢吕先生为我们带来的精彩演讲!

 

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学联主席代表全体牛津地区华人为吕老师送上礼物表达感谢

中英基础教育比较研讨会 Insights into British and Chinese Education Panel Discussion Event ‘the Chinese School: Winner or Loser?’

On 10th March, just before Hilary Term 2016 finished, the Oxford Chinese Students and Scholars Association were very honoured to invite a well-known, Chinese-born and fully qualified science teacher in the UK, Ms. Jun Yang-Williams, to ‘the Chinese School: Winner or Loser?’ panel discussion event at Wadham College, which was attended by hundreds of British and Chinese students and academics. The panel discussion was also joined by Prof. Therese Hopfenbeck and Ms. Ariel Lindorff from Oxford University Department of Education, and was moderated by Ms. Yuxi Zhang. This aimed to provide the audience, who are interested in hot educational topics evoked by BBC2 documentary ‘Are Our Kids Tough Enough: Chinese School’, with unique and professional insights into British and Chinese education.

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Prof. Therese Hopfenbeck, Ms. Ariel Lindorff and Ms. Jun Yang-Williams

Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’. Yang-Williams has earned international fame from the BBC documentary mentioned above by being one of the five teachers from China who took over the education of 50 year nine students in a Hampshire school to see whether the high-ranking Chinese education system can teach Britain a lesson. Doubtlessly, kids who received tough modern Chinese style education scored higher in the final test.

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Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’

Yang-Williams informed us about the projective facts following the positive experimental results produced in the program. For instance, 60 Shanghai teachers were invited by the Education Minister of UK to England to help 30 schools teach Mathematics in order to catch up with Eastern Asian counterparts in the international ranking of mathematical performance. Moreover, the exam board, Assessment and Qualifications Alliance (AQA), have signed a contract last year with the Chinese government in Science and Mathematics which presents the AQA syllabus to 15 schools from Beijing or Shanghai to teach them the creativity, critical thinking and problem solving skills that Chinese students lack. She claimed that the BBC programme is not a random isolated event and has something behind it.

Before going into too much detail of the program, Yang-Williams talked about her personal experience of her motive to come to England and become a teacher. She has been writing diaries for 10 years, and has revaluated the questions accumulated over the years about language, culture and identity during the filming of the programme which she herself does not have an answer to.

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Ms. Jun Yang-Williams has been writing diaries for 10 years

Yang-Williams believes that this documentary programme has largely reflected her ten years teaching experience. Then, she put forward the idea that the disparity between British and Chinese schools comes from the following aspects: curriculum, teaching pedagogy, assessment, teachers, parents, school system and behaviour.

Curriculum wise, almost all British schools have a vast variety of subjects including Religious Study, Drama and Dance which Chinese schools merely have interests in, while the Chinese only concentrate on Science and Maths.

‘I cannot say that student-centred is British and teacher-led is Chinese, we all have both of them, it’s just about different percentages,’ said Yang-Williams. British teachers’ pedagogy values learning by doing hands on experience, group work, discussions, investigations, role playing and research projects. Also, they pay more attention to differentiating the class according to students’ ability so that all pupils can be appropriately challenged and be guided to make progress. They look for engagement and possibly inspiration. ‘When insufficient progress has been made it should be clear what the plan of action would be to address this next lesson… Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress,’ she quoted from Beere, J.

Tracking is how Yang-Williams monitors her students and what enables her to prepare the next lesson. Usually, each student gets a predicted grade at the start of an academic year based on their past performances, and after assessments, teachers have to identify the under achievers and swiftly take action, tutorials after school, for example. These actions then involve a lot of communication with parents who are likely to be supportive.

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The event was attended by hundreds of British and Chinese students and academics

The veteran teacher gave us a summary that the British are more aware of the significance of the development of a series of soft skills covering team spirit, information processing, leadership, self-direction, communication and so on. However, the disadvantages have been outlined by a sentence that Yang-Williams has once put into an article published, ‘assessment for learning has turned British teachers into performers’. The British-favoured education system not only distracts teachers from the main focus of teaching to planning and administration work, but also increases stress for learners so that they can be emotionally highly charged, easily causing conflict and chaos in school.

In terms of assessment method, Chinese students’ destiny is solely dependent on the one and only one external assessment called Gaokao. In contrast, British students can spread their pressure over the year on exams taking place in January and in June. Course work and projects also contribute 25% to the final grades. Although Yang-Williams spot that British assessment system allows occasional failure and gives students chance to improve and adjust mindset, she pointed out that the recent British government is going to get rid of the re-sits which will hugely affect the ranking of schools in the league table as the percentage of pupils achieving A* to C grades will vary in the absence of a second exam.

Teachers from both countries struggle with students’ behaviour and attitude. The Chinese consider being rebellious against teachers, who are the authorities in school, is an unacceptable behaviour. On the other hand, British encourage students to question and challenge teachers and to be individuals. Yang-Williams brought up her opinion on teachers and students standing on the same level, and she had to earn respect and not gain respect automatically, by a process not only through extensive subject knowledge, but also strong will, dedication and commitment.

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The veteran teacher shared her decades of research and teaching experience

‘By the end, the pupils taught by Chinese teachers outperform the control group – yet the head was still reluctant to acknowledge the advantages of those methods…’, Yang-Williams quoted from Nick Gibb, the British Minister of State for schools. Yang has been mentioned several times in Gibb’s work and the passionate Chinese ‘invader’ is definitely looking forward to further cooperation in education between the two countries that she both deeply loves and promised to assist both countries to learn from each other.

Next up was Dr. Therese Hopfenbeck who is the associate professor and director of the Oxford University Centre for Educational Assessment. She has got experiences in secondary school teaching and PISA (Programme for International Student Assessment),which supports her research on how international testing has shaped public policy across education systems as well as her publication on large-scale comparative assessments.

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Speech from Prof. Therese Hopfenbeck

Dr. Hopfenbeck started off by informing us about the publicly debated PISA rankings which show that England has fallen from 4th to 16th in science, from 7th to 25th in literacy, and from 8th to 28th in maths. She also quoted from Nick Gibb, ‘our children’s education has been suffering in relation to their peers over the last decade’. Potentially, PISA results have an influence on education policies as the British Secretary of State for Education has underlined the urgent need to reform British school system by learning from best-performing countries including (Shanghai) China.

The ODCE preface 2009 writes ‘…the stunning success of Shanghai China which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources in a diverse social context’. Interestingly, Dr. Hopfenbeck found that equity between schools and districts, rather than its overall top performance alone, was celebrated in the Chinese mass media. Evidently, England has disparity with rising pass rates in national tests while Shanghai has welcomed evidence of educational equality with desired low school variance. However, she rigorously interrogated the effectiveness of the PISA research since it does not take into account the difference in school systems and variables outside the schools. Furthermore, she agreed absolutely with Yang-Williams that it’s all about the balance of student-centred and teacher-led to form high quality teaching, and she also noticed that teachers, unfortunately, can be forced to change their pedagogy, when the accountability mechanisms are too strong.

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Dr. Therese Hopfenbeck is the associate professor and director of the Oxford University Centre for Educational Assessment

The danger of overlooking important features of the contexts in which practices are embedded was emphasised by Dr. Hopfenbeck. She laid out an exploration of reasons for Shanghai’s success in PISA made by a Chinese researcher. Traditionally, high parental expectations in cooperation with schools plus students’ belief in the power of effort can really raise the achievement of a child. Modern factors include the openness of the Chinese education system, and curriculum and teaching reforms in Shanghai. Dr. Hopfenbeck was fascinated to learn the fact that Shanghai is open to foreign educational theories, international education exchange and the education system in China is influenced by John Dewey, Jerome Bruner, Benjamin Bloom and a few other foreigners, and she was keen to hear audience’s opinions on the above statement.

Finally, Dr. Hopfenbeck dug out the shining point of British education which the Chinese can enhance their education towards, which is that the national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens and has been thought to help engender an appreciation of human creativity and achievement.

After two informative and intriguing speeches, the moderator invited the previous two speakers and Ms. Ariel Lindorff to give a panel discussion session. Ms. Ariel Lindorff is a researcher and doctoral candidate in the Oxford University Department of Education. As a child, she attended Chinese language primary schools in Shanghai, Xi’an and Hong Kong. She also worked as a secondary maths teacher in the USA for over seven years. Ariel’s current dissertation research involves a mixed-methods study of school support networks in New York City. Her broader research interests include educational effectiveness and improvement, issues of educational equity, comparative and international education, and networks and collaboration in education.

The panel discussion was structured under three different themes based on the questions collected through registration and other means.

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Panel discussion session

The first broad theme emerged was about the documentary.

Ariel: Do you feel the methods of teaching that you used in the documentary are representing the teaching in Chinese schools in general?

Yang: China is economically diverse. Even the five of us from the documentary all come from different regions, and one teacher who comes from an advanced and economically developed city has her class students all coming from rich and affluent families, whereas I come from Xi’an where my class had 70 normal students, so our teaching style is very different in the same country. You cannot say which way is representing China… I really don’t care about what kind of criticism you have on Chinese education, but something about that is right and we want to learn what Shanghai has done to teach all those students well in maths. That’s the attitude.

Moderator: Therese, do you want to continue the interesting discussion about the balance you mentioned?

Therese: Back in the 80s, the American reading researchers were fighting over which method was the best. Some young students at that time tried to interpret things from reading and find solutions themselves, others said they wanted more direct instructions. After 30 years of research, more or less everybody now in the American reading researches agrees that the balanced approach is the best…

Ariel: There is some evidence to support the idea that sometimes some of the most struggling students who are certain groups of disadvantaged students benefit quite a lot from direct instructions.

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Ms. Yuxi Zhang, Ms. Jun Yang-Williams, Prof. Therese Hopfenbeck and Ms. Ariel Lindorff

The second broad theme analysed the role of assessment programs like the international test PISA.

Moderator: Therese, do you want actually briefly introduce what PISA is?

Therese: PISA is an international study measuring what 15 year-olds are able to do when they finish compulsory study. If you ever heard of TIMSS, the biggest difference between TIMSS and PISA is that TIMSS are based upon the curriculum in different countries, while PISA say they are curriculum independent and they focus upon literacy skills in reading, science and mathematics…PISA is led by OECD, it comes out every three years and it has become increasingly influential around the world because it leads the government policy level in each country, and each country has a member from the policy level in PISA government board, so they sit and discuss which tasks and themes should be measured and which should not. OECD would argue that it is a democratic study because all the participating countries are discussing what should go into this study. In addition, students are reporting their motivation, their interests and background such as how many books they read at home, what kind of professions their parents are having. Because of that, a lot of secondary analysis have looked into, for instance, the relation between social economic status and achievement score in PISA…

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The event has gained tremendous attention and support from Oxford academics and social media

Moderator: PISA is one way to bring countries into one scope, but how do you accommodate the cultural difference and factors in this large scale international assessment programme?

Theresa: PISA is controversial. As probably some of you know, two years ago, more than hundred academics in England signed up and said that they did not think PISA was measuring valid information. One of the claims was that it does not take context and cultural differences into account. There is a big discussion because there are some themes which you will never measure. For instance, in science you will not have a question about evolution, because you cannot have any theme which will provoke any country, so we should measure things that are really neutral. Some researchers say we should be more forward thinking and we should discuss what kind of skills we need to know about the future, and perhaps some of them are controversial and we should dare to look into them.

Moderator: Ariel, could you also link back to your own research since we know you have a broad interest in education effectiveness, do you think this sort of assessment programs facilitates the effectiveness?

Ariel: I mean I am a little sceptical, but most of the work I do is looking within our school system alone, when the local or state assessments are looking at children developments. So I have seen challenges to PISA as an instrument to compare. For example, if you look at Finland, one of the challenges of its initial success in PISA was to look at performance in university. Students were performing very well at the age of 15, say, in maths, but actually at university level maths, they face a major challenge in the same country. So what does it mean to do very well in PISA in maths, and is it that we want to know about what students can do later? Because ultimately we look at students’ performance in order to prepare education policy shifts.

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Audience asking theme related question

Therese: I also want to mention a fun result from PISA which shows that when students are asked about their happiness and how they feel about themselves, English students and students from Shanghai are actually not that far away from each other. But students in Peru and some of the more poor countries are much happier.

Audience: I remember a teacher in the BBC documentary talking about the welfare system. Like in the UK, if you don’t work hard, the government will look after you, you can claim benefits and so on so forth. So that’s why some students don’t feel pressured enough to work hard to get a great result. But in China, result is everything, you have to get into the universities and then you gain respect and parents will be happy. So I wonder how you think of the wider social policy and welfare system playing a big role in comparison of the two countries’ education policy.

Yang: I know it’s a sensitive button the teacher you mentioned pressed. There are some elements of truth there, but it’s not completely that reason that demotivates British students to be academically successful. 万般皆下品, 唯有读书高. From Ancient times, we have always been thinking that study is the most prestigious stuff to do. Also, look at the rank by Confucius, 士农工商, see, 士 is the first one, scholars, and 商 is the ones who make profits by exchanging products, whose moral standard is really low. So our Chinese traditional history has played a main part, our ancient history ranked knowledge, education, scholars top, and that has been inherited all the way to the modern society now.

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Prof. Therese Hopfenbeck answering audience’s question

The third broad theme explored how the UK and China could better cooperate in the education sector.

Moderator: What kind of cooperation between the UK and China can we expect in the future, in addition to teacher exchange?

Yang: That’s all your people’s work, young people at Oxford and Cambridge and future is yours and tasks are on your shoulder. You have learned English system, when you go back, do bring that knowledge and experience back and make your country better. I am sure you will be doing a fantastic job. Good for you.

Ariel: In addition to teacher exchange, I think it’s really useful to find ways to expose children and young people to other cultures. I was very lucky to be raised in different cultures in different places. One of the most interesting things in the documentary for me was seeing the children being introduced to things like fan dancing, not just to the academics, but cultural experiences, and they seemed to really take to that and I am not surprised. So any exposure to cultural experiences is very useful.

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Final Q&A session

After many intellectual flares, the three panellists shared with the audience in the themed panel discussion, there came the most exciting Q&A session. The audience were free to raise whatever questions which hadn’t been covered.

Audience: I am really fascinated by one of the questions about whether these comparisons between countries are sort of valid at all. I think one issue that hasn’t really been talked about is the nature of teaching professions in different countries and how you go about qualifying to be a teacher, whether the requirements are tough, whether it’s respected to profession society. I was wondering if you could comment whether you think the data, the study and the research exist to make valid comparisons, not necessarily between the UK and China, but between countries at all.

Therese: Some would say you cannot use PISA to answer your question because the teachers are not asked anything, there is no questionnaire for teachers, while they will argue that you should rather look at TIMSS, because in TIMSS studies which measure science and mathematics among 13 year-olds and 10 year-olds, they have a teacher questionnaire and teachers are asked about teaching techniques and what they do in education and training. So that could be one respond, but again that study has also been criticised because if you rely on self-reports, what teachers say they do are not necessarily what they actually are doing. So that’s why I love people argue that you need classroom research to really be able to compare.

Ariel: I would add to that also, I mean when you say ‘does the data exist’, there is certainly data on what teachers do that you can compare. So I think to say comparisons in general are not valid apparently, it really depends on what are you looking at, and how well have you defined the question that you are asking in making those comparisons. ‘How good are British teachers are comparing to Chinese teachers’ maybe will not ever be a valid question, but if you look at what they do in classrooms, that data does exist for certain country comparisons certainly, in terms of classroom observations…

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President of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, presented special gifts to the panellists

Unfortunately, the moderator had to close the discussion because of time limitations and she invited the president of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, to present special gifts to the panellists. The event was finished with rounds of applause.

This event didn’t only attract British and Chinese students, but also gained tremendous attention and support from Oxford University Department of Education and University of Oxford China Centre. It also appealed a lot of social media including The Xinhua News Agency, Europe Weekly and UK Education Weekly etc. Their reports have had extensive influence and have given rise to a new wave of debates.

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Group picture of participants

Links for related news reports:

http://news.xinhuanet.com/english/2016-03/16/c_135191115.htm

http://en.apdnews.com/xin-hua/358648.html

http://www.china.org.cn/world/Off_the_Wire/2016-03/16/content_38034404.htm

http://www.oushinet.com/news/europe/britain/20160319/224926.html

Links for the video recordings of the event:

http://v.qq.com/boke/page/c/0/0/c0188fpzn10.html

http://v.qq.com/boke/page/p/0/i/p0188fmoxci.html

撰稿:毛艺润

主持:张予曦

摄影:曾至昕,鲁力为

场务:王海容,盛贺阳,纪凯晟,胡鑫南

前期宣传:张蕊茵,刘冰清

总策划:高雅琨,沈青骥,张予曦,陶国炜

 

 

中国文化周之跟着老师解读Ashmolean Museum Tasting China特展

“从古至今,美食和宴请都在中国文化中扮演着突出的角色”--Ashmolean Museum Tasting China特展前言。

2月11日,大年初四,学术部荣幸邀请到Dr. Yan Liu带领同学们一起解读和欣赏Ashmolean Museum (阿什莫林博物馆) 中以中国食为主题的特展。

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作为世界上第一座大学博物馆,阿什莫林博物馆拥有丰富藏品,而此次特展展出的书画均为馆藏。

前几幅展品体现出文人居士的生活雅趣。 首先映入眼帘的是,张大千为留访友共进晚餐而书写的菜单,上有“四川清汤狮子头”,“大风堂鸭丁炒江瑶柱”,“蚂蚁上树”,“家常豆腐”和“炝莴苣”。

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随后,几幅现代版画反映出食物的地域差别。接着几幅为刘锡龄以乡菜思乡为题的作品,画中用毛笔作的腌菜,火锅,鱼头十分有趣生动,老师为外国同学解释到“腌菜是中国传统的家常菜”。

特展的最后为一些卷轴画,其中有齐白石画的挂满枝头的桃子,赵元坚作的南瓜,老师指出这些食物有美好寓意,如桃子寄意长寿,而南瓜多籽寓多子多孙。

从特展出来,老师带大家走上楼梯继续去参观常展中的中国古代陶瓷并一一讲解,展有唐陶、宋青瓷、宋白瓷、宋黑瓷、元瓷、明清瓷。

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【关于阿什莫林博物馆】

牛津大学阿什莫林博物馆的全称为阿什莫林博物馆艺术与考古博物馆,其最早建筑于1678-1683年间建成。该博物馆是英国第一个公共博物馆,也是世界上最早的公共博物馆之一,同时是世界上规模最大,藏品最丰富的一座大学博物馆。

阿什莫林博物馆现设古器物部、西方艺术部、东方艺术部、赫伯登钱币室四个部门,展出欧洲、古埃及、古希腊、美索不达米亚等地的出土文物。还有包括中国、印度、日本以及伊斯兰国家在内的各国绘画、陶器、雕刻、工艺品等。该博物馆的版画与素描室,收藏有三万多件欧洲版画与素描,包括大量达芬奇,米开朗基罗,拉斐尔,丢勒,伦勃朗等古典大师的素描,手稿与版画。

摄影:蒋珺楠

场务:蒋珺楠,梁晓曼

 

古琴活动

“七弦为益友,两耳是知音”,在2月21日农历猴年正月十五元宵佳节,学术部邀请到了青年古琴演奏家吕皎月女士,为牛津学子带来了一场古琴演奏暨教学音乐会。Hilary Term即将进入日益忙碌的第六周,空灵澄澈的古琴乐如一杯清茶涤荡了繁忙劳碌的尘嚣,不仅给参与者带来了耳朵与心灵的享受,更加深了大家对于古琴的认识和理解,而且提供了在专家指导下一试身手的机会。

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古琴诞生于上古时期,相传为“伏羲”或“神农”创制,是中国文化中地位最高的乐器和法器,更是文人士子道德操守的象征。对于中国文化有所了解的人大多都听过“高山流水遇知音”、“司马相如凤求凰”等一个个与古琴有关的美好故事,但是大家对于古琴的构造、制式、演奏技巧和识谱方法都知之甚少。吕皎月女士首先为大家介绍了包括“鹅脚”、“龙池”、“凤池”在内的古琴构造及用途;介绍了“伏羲式”、“凤势式”、“神农式”等不同种类的制式。大家跟着吕皎月女士了解了古琴十三徽代表了农历闰年十三月,七弦的由来等知识,不少人都感慨第一次与如此阳春白雪的艺术亲密接触。

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吕皎月女士先后为大家表演了古朴深情的《忆故人》,委婉动人的《长相思》,幽怨感人的《秋风词》,以及大家耳熟能详的《沧海一声笑》。听众在大饱耳福的同时,更对富于变化的技巧产生了浓厚兴趣。吕皎月女士现场向大家示范了“散音”、“按音”、“泛音”三种音色的弹奏方法;教授了“勾”、“挑”、“撮”、“滚拂”等主要指法;更教观众认读专属于古琴演奏者的“减字谱”。吕皎月女士先后邀请了近10位观众参与互动教学,充分调动了大家的热情和兴趣,不仅没有半点“曲高和寡”之意,反而妙趣横生、反响热烈。活动结束后,不少中外同学都反映希望以后多半此类品位高、参与度好、寓教于乐的活动。

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本次活动的主讲吕皎月女士毕业于纽约大学史丹赫学院,从事音乐教育研究。 她在著名的纽约卡耐基音乐厅举行“皎皎月———吕皎月古琴独奏音乐会”。此外,她多次受邀在林肯中心,洛克菲勒中心等国际音乐厅演出,并受邀在纽约中国领事馆,美国驻日本领事馆,百年犹太青年组织,纽约华美协进社,孔子学院等机构表演古琴和书法,传播中国传统文化艺术。

 

新闻稿:张予曦

摄影:张嘉琪

场务:黄晓鹂,陈童昕,梁晓曼,刘哲雨等

 

解读首都城市建设

北京在建于公元十三世纪的元朝第一次成为古代中国全国性的首都。元大都、明北京、清京师积淀了深厚的文化底蕴。此后经历了短暂的民国过渡期,于二十世纪中期成为现代中国的首都。其间它的城市面貌几经变迁,折射出几个世纪以来的国家转型和社会重建。

我们邀请到剑桥大学社会人类学专业博士、西南大学教授、牛津大学访问学者罗嘉陵老师带我们一起解读高楼林立之下北京身后的故事。罗老师选择了三个关键的历史时期,从人类学的角度来探讨都市北京的空间建构和外来影响:元大都的修建、新中国的城市规划和迎接奥运期间的建设。

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第一部分:天子之城。位于今天地理位置上的北京修建于忽必烈时期的元朝,被称为元大都。北京的修建参照了古书《周礼.考工记》中关于王城布局的原则: “匠人营国,方九里,旁三门,国中九经九纬,经图九轨,左祖右社,前朝后市”。这句引文的意思是每面九里,各开三门;城中有九条纵路,九条横路,每路可容九辆马车并行;皇城之中,东有祖庙,西建社稷坛,南为宫前广场,北为市场 ( 摘自萧默《巍巍帝都: 北京历代建筑》)。 这样的空间结构反映了早期国家治理的理念。但元大都的营建并非完全依照古书中的规则,同时受到其他文明的影响,是一个多元文化的产物。

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(图来自wikipedia:https://zh.wikipedia.org/wiki/元大都)

第二部分:共和国之都。1949年的北京城基本保持了明清时期的外观,城墙几近完整,城内建筑八成为平房。但众多房屋年久失修,有限的城市承载能力难以满足人口的骤然增加。因此,如何建设新中国的首都被提上了新政府的议事日程。 首先面临的问题是首都行政中心位置的选择,对此的主要分歧体现在梁陈方案和苏联专家的观点之间。争论的结果是苏联专家的建议得到采纳,侧重以天安门为中心的重建。这一时期的北京深受苏联的影响。

第三部分:奥运之城。申奥成功的北京翻开了城市建设的新篇章。大量现代建筑拨地而起,其中不乏新的地标性建筑。鸟巢、水立方、央视大厦等建筑与国外建筑师或设计事务所合作而成,融合了多种文化元素和创意,具有强烈的现代性和后现代性隐喻,某些大胆超前的设计理念在今天的西方不可能实现。这些注重视觉效应的建筑和快速蔓延的城际线最终改变了帝王古都的面貌。如今五环围绕的北京与1949年建国之初城墙环绕的北京已相去甚远。鳞次栉比的高楼和低矮的胡同表达着不同的话语。

现场气氛十分融洽,大家都聚精会神的在听罗老师的讲座。

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此次活动受到了牛津范围内的广泛关注,牛津大学学生报社Cherwell 报社特地派学生来对罗老师以及此次活动进行了一个简短的采访。

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学生对讲座内容有浓厚的兴趣,于是在讲座结束后的Networking 环节与罗老师近距离交流。

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摄影:张亦凡

场务: 张嘉琪,梁晓曼,姚宇曦,刘哲雨,董昕汝,陈童忻

 

 

 

西蒙泰勒:“Uptown Bankers银行家隐士-从投资银行到剑桥商学院”讲座

新学期伊始,牛津中国学联邀请到了Dr. Simon Taylor于1月29日下午在圣彼得学院为同学们带来了一场名为“从投资银行到剑桥商学院”的精彩讲座。Dr. Simon Taylor曾经是巴克莱银行,摩根大通集团和花旗银行等投资银行的股票分析师,现于剑桥大学佳奇商学院任教,并担任剑桥大学金融硕士项目主任及剑桥大学能源政策研究小组研究助理。

讲座吸引了许多对投行这一职业道路有兴趣,以及想要了解Simon本人的人生的同学的参与,讲座当天座无虚席,同学们热情高涨。

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讲座一开场Dr. Simon就用中文介绍了自己,引来阵阵掌声。简单的介绍和暖场过后,Simon向同学抛出了“what’s the point of finance system” 的问题,场下观众积极思考,纷纷提出自己的见解。借此问题,Simon为大家阐述了投资银行在金融系统里的作用,并且详细解释了投行内部各个部门的不同分工,还在身后的白板上画图使得同学们能够有更直观的感受。

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虽然投行的职业听起来十分高大上,Simon却依然提醒同学们不要盲目跟风,要不断思考两个重要的问题,“我在这个职业中是否快乐”以及“我在这个职业中学到了什么”,并且根据个人特质选择适合的职位,十分发人深省。

接下来在Simon分享了自己的人生经历之后,讲座进入了提问环节。

观众的问题覆盖各个方面,有如“物理专业的学生有什么特质是投行看中的”“作为一个分析师必须具备什么样的技能”等较为细节和专业的问题,也有更为宽泛的如“如何获取他人信任”的问题,更有观众对于Simon的人生选择更为好奇,向其询问背后的原因。Dr. Simon均一一仔细作答。

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讲座结束后,还有同学上台与Simon进行更深一步的交流,不愿离去。Dr. Simon与大家亲切合影,讲座圆满结束。

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附:主讲人介绍

他是经验丰富的大型投资银行从业者。

他在巴克莱,摩根大通集团和花旗银行等投资银行有过长达九年的股票分析师从业经历。

他曾经参与过许多大型股票交易和股票收购案,并带领研究团队涵盖了包括欧洲和全球公用事业领域的分析。

2001年,他成为摩根大通集团欧洲分部股票分析部门副总,负责管理科技,传媒和电信产业的技术和金融数量分析团队。

作为团队领袖,他曾在2003年为摩根大通在印度孟买筹建了环球研究中心。

他是伦敦股票交易所和许多对冲基金的高级顾问。

他是摩根大通欧洲股票部门的御用培训讲师。

他也是剑桥大学金融硕士项目的负责人。

他还是剑桥大学能源政策研究小组的研究助理。

他是剑桥大学Pilkington教学奖获得者…

 

 

 

撰稿:潘悦嘉

 

摄影:叶涵洋

 

场务:唐璐阳,李柱,高雅琨,苏畅,陈泓霖,沈朝,陈成,李成成,王海容,刘冰清,殷钰忻,陶国炜

 

2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学举行

12月12日, 2015全英高层次人才创新创业大赛总决赛暨闭幕式在牛津大学赛德商学院(Said Business School)成功举行。总决赛暨闭幕式由全英学联主办、牛津学联承办。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士等嘉宾出席。本大赛是由中国驻英国大使馆教育处支持,全英中国学联主办,牛津学联和剑桥学联承办、国内地方政府、创业园等单位协办,是面向全英中国学生学者的创新创业大赛。本大赛旨在汇聚全英学生学者们的智慧,在创业启程之初,助大家一臂之力,进而实现为国服务,回国服务的理想。

全英高层次人才创新创业大赛于2015年6月21日在剑桥大学举行了开幕式;11月13-15日在成都天府新区举行了半决赛并决出八强;12月12日在牛津大学举行了总决赛暨闭幕式。

1图为大赛总决赛暨闭幕式合影于牛津大学赛德商学院

中国驻英国大使馆教育处胡小芃老师在致辞中鼓励年轻人把握时代机遇,积极响应国家政策,敢想敢做,不断努力奋斗,在中国和英国的大地上让创新创业之花结出累累果实。2015年是中英两国首个文化交流年,我们将在此框架下集中展示一系列高水平的创新创意活动,同时互相举办代表各自文化及创新创意产业最高水平的交流活动。

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图为中国驻英国大使馆教育处胡小芃老师致辞

牛津大学ISIS科技创新中心季文明老师在致辞中以“牛津中国创新”为主题,细致全面的阐释了以牛津大学科技转移为代表的当代大学研究的产业化历程。

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图为牛津大学ISIS科技创新中心季文明老师致辞

全英学联主席李琦博士在致辞中将自己亲身经历的故事与创新创业结合起来,鼓励大家在专注技术开发的同时,千万抓住机遇,保持自信,不断坚持。

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图为全英学联主席李琦博士致辞

接下来,入围总决赛的项目队伍进行了现场路演。来自牛津大学的阮安邦介绍了项目“‘可信互联网+’架构及可信云平台”,来自剑桥大学的王智华介绍了项目“无线低功耗自供能传感器网络及数据管理和诊断系统”,来自玛丽女王大学的张星辰介绍了项目“基于Wi-Fi的手势识别与生理指标监测系统”,来自帝国理工的郭留成介绍了项目“触零”。经过现场评分,大赛总决赛一等奖、二等奖、三等奖和优胜奖均已产生。一等奖是帝国理工的“触零”,二等奖是牛津大学的“‘可信互联网+’架构及可信云平台”,三等奖是剑桥大学的“无线低功耗自供能传感器网络及数据管理和诊断系统”,优胜奖是玛丽女王大学的“基于Wi-Fi的手势识别与生理指标监测系统”。中国驻英国大使馆教育处胡小芃老师、牛津大学ISIS科技创新中心季文明老师、浙江大学伦敦办事处张文军老师、全英学联主席李琦博士分别为获奖项目队伍颁奖并鼓励。

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图为牛津大学的阮安邦介绍项目“‘可信互联网+’架构及可信云平台”

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图为剑桥大学的王智华介绍项目“无线低功耗自供能传感器网络及数据管理和诊断系统”

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图为来自玛丽女王大学的张星辰介绍项目“基于Wi-Fi的手势识别与生理指标监测系统”

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图为来自帝国理工的郭留成介绍项目“触零”

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图为嘉宾和观众认真聆听项目路演

在闭幕式茶点会上,在场嘉宾、参赛队伍、现场观众以及来自英国各地以及各个领域的杰出创业者汇集一堂,交流分享各自创业的技巧和体验。到场的学生学者及嘉宾们皆表示该大赛不仅为全英的创业者搭建了一个沟通交流的平台,让不同领域的创业专家有了更多互相了解的机会,更是思想的碰撞,知识的交融,必能引发新的创业火花,为未来中国的创新创业输送更多的好项目及优秀人才。所有的参赛者也表示非常荣幸参与到此次大赛,这不仅仅是他们创业之路的启航标,也是非常难忘和受益终生的一次体验。

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图为获奖者与颁奖嘉宾合影

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图为闭幕式茶点会交流

撰稿:方逸文

摄影:徐习进、徐廷廷

场务:李柱、高雅琨、盛萱宜、范梦真、马锡豫、石怡霖、姚敏、刘思婕、刘煜冬、叶丽、蒋珺楠

金刚上师洛桑龙达活佛唐卡展暨艺术讲座在牛津Ashmolean Museum举行

Ashmolean Museum
图1 Ashmolean Museum

适逢2015中英文化交流年,由剑桥东方文化协会和牛津中国学生学者联谊会(以下简称牛津学联)共同举办的金刚上师洛桑龙达活佛热贡唐卡艺术世界巡回首展于2015年6月7日在历史悠久的牛津大学Ashmolean Museum隆重举行。

从2013年英国首相卡梅伦访华签署了新一期文化交流计划,到2014年总理李克强访英发表了两国政府联合声明,2015年两国迎来首个“中英文化交流年”。一系列代表各自文化艺术和创意产业最高水平的活动将在两国集中展示。作为大使馆为中英文化交流年举办的系列活动之一,代表传统藏学文化的艺术最高水平的洛桑龙达上师的到来,无疑是这一系列活动中浓墨重彩的一笔。而作为新一届学联为2015中英文化交流年举办的第一个大型活动,不仅得到了中国驻英大使馆的支持,还得到了剑桥东方文化协会和华夏文教基金的鼎力帮助。

讲座于7日晚7时许在Ashmolean Museum的The Headley Lecture Theatre举行,活动现场座无虚席。中国驻英国大使馆公使衔文化参赞项晓炜出席活动并致辞。牛津大学艺术史著名专家Donna Kuetz教授、华夏文教基金会董事长贝圆贤女士,牛津大学东亚系东方研究所的教师Grebnev夫妇,英国威尔士大学道学研究中心主任赵燕霞教授,曼彻斯特大学王芳教授,英国著名作家、名画收藏专家Vetta女士,伦敦大学学院书画研究Kun教授,牛津学联主席杨之龙等其他众多对唐卡艺术和西藏文化有着浓厚兴趣的观众也参加了当天的活动。

洛桑龙达上师为观众祈福
图2 洛桑龙达上师为观众祈福

讲座开始前,洛桑龙达上师用藏传佛教的唱经为在场的观众祈福,拉开了活动的序幕。一时间佛音响彻整个会议厅,连同场地四周悬挂的12幅精美绝伦的唐卡作品,顿时给人以心中的宁静和对传统藏学文化深深的敬意。项晓炜公参发表了致辞,并接受上师献上的哈达。

中国驻英国大使馆公使衔文化参赞项晓炜为活动致辞
图3 中国驻英国大使馆公使衔文化参赞项晓炜为活动致辞

公参在致辞中表示,正逢2015中英文化交流年,举办这样的活动就是为了更好地向世界人民展现中国的传统文化。不仅为英国带来了中国文化特有的饕餮盛宴,更重要的是也为英国带来了属于中国人民的友谊。两国必将借助中英文化交流年的契机,举办更多更好的活动。

洛桑龙达上师讲解唐卡作品
图4 洛桑龙达上师讲解唐卡作品

此后,洛桑龙达上师在感谢参赞的致辞后发表了内容详实和丰富的唐卡艺术演讲。在介绍唐卡艺术的起源和发展时,上师说道,唐卡是松赞干布时期于西藏兴起的一种独特绘画艺术。在其历史悠久的文化传承中,吸收了汉、藏、印度、尼泊尔等地的艺术元素,发展成为极具雪域特色和极度美学的艺术形式。在谈到唐卡的用料时,上师着重指出,唐卡的材质虽然多元,但是多数以布为主。在颜料的选择方面更是独具匠心,所有的原料均取自于天然矿石,例如:绿松石,珊瑚石及黄金等等,不添加任何化学成分。因此,这些唐卡绘画往往经历千年也会保存良好,色泽鲜艳。活动最后,上师现场挑选了两幅唐卡画作进行深入和细致的介绍。他表示,传承千年的唐卡艺术,起源于佛陀时轮教法,是在绘画中修行,在修行中绘画。既有悲智双运的殊胜法喜,更是清静圆融的庄严艺术。秀美隽永的艺术特色不但结净轻微,更饱含了修行者对生命对时空无限的热爱。上师恳切而又精彩的演讲让到场观众无不感受到上师高超的艺术造诣和对博大精深的唐卡艺术由衷的惊叹!观众们的掌声经久不息,活动从此达到了高潮。值得一提的是,当讲座结束之后,被唐卡艺术深深感染的观众自发的聚在上师身边,听上师讲解在场的其他作品。有的观众拿出了笔记本对上师的讲述进行记录。有的观众拿出手机,与尊敬的上师和精美的画作拍照留影,纷纷记录下这难忘的夜晚。公开课在观众们不断高涨的热情和依依不舍中落下了帷幕。

本次讲座中,我们不仅看到到了藏学文化中的精粹——唐卡艺术,更聆听到了洛桑龙达上师对艺术的不懈追求,对生活的无限热爱和对人生的不断修行使得到场的观众如获精神上的洗礼。

6月8日中午,在学联的安排和陪同下,洛桑龙达上师访问了牛津大学Tibetan and Himalayan Studies Centre,用藏语和世界顶尖的藏学研究学者展开了热烈且深入的交流与讨论。本次牛津唐卡展是金刚上师洛桑龙达活佛英国巡展的第一站,下一站将在6月13日于伦敦大英博物馆举行。

洛桑龙达上师带领观众近距离观赏唐卡
图5 洛桑龙达上师带领观众近距离观赏唐卡

出席本次活动的学联代表还有,常务副主席李柱,副主席高雅琨,宣传部部长刘煜冬,就业部部长盛跃文,外联部部长陶国炜,访学部部长张天遥。

tangka1

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主讲人简介:

zhujiangren

洛桑龙达金刚上师

金刚雪莲文化艺术教育学会创办人

十大唐卡艺术大师——国际中国美术家协会会长丁绍光先生所尊誉

英国伦敦 ISCA 美术学院终身荣誉顾问

中华福禄同修功德会荣誉会长

生平简介:
●1976 年,诞生于“佛法圣地文化之乡热贡唐卡发源地”吾屯庄村。
●1983 年,被当地一代法主洛桑尼玛选为“善根”,在隆务大寺受僧戒。后进入吾屯寺,师从扎西拉旦等数位上师,学习佛法和唐卡泥塑艺术。
●洛桑龙达传承正统,师出名门,并得到着名唐卡大师夏吾才让的亲传,深得大师们的喜爱。天生聪慧的艺术天赋和勤奋,使大师最终获得无上的唐卡艺术精髓。
●1997 年,前往青海塔尔寺等藏地多个寺庙深造并为绘制壁画和唐卡等。
●1999 年,为北京雍和宫修复系列唐卡《释迦牟尼传》。
●2000 年,为上海龙华寺绘制大型唐卡并为玉佛寺修复唐卡。
●2002 年,被授予“龙达上师”称号,并管理吾屯上寺佛事。
●2007 年,CCTV 中央电视台以龙达上师的艺术成就,拍摄热贡唐卡艺术专题片。
●2008 年,荣获首届“热贡国际唐卡艺术节与文化遗产博览会”优秀奖。
●2008 年 3 月 30 日美国《纽约时报》专题报道洛桑龙达上师的唐卡艺术。
●2009 年,参加热贡唐卡艺术博览会,并获优秀奖。
●2010 年 1 月 5 日《环球时报》专题介绍龙达上师的唐卡艺术。
●2010 年龙达上师唐卡艺术全国巡回展于北京盛大展开,天津、青岛、大连、广州等城市陆续承办。
●2011 年 8 月,香港佳士得国际拍卖公司以高价拍出龙达上师的唐卡作品—— 龙达上师成为第一位作品荣登国际拍卖舞台的“当代”唐卡艺术大师。
●2011 年,龙达上师唐卡艺术专辑《热贡唐卡》由大连出版社出版,全国发行。
●2011 年,龙达上师的梵呗专辑《菩提心愿》CD 出版发行。
●2013 年,上师应英国伦敦艺术大学之邀,前往英国作唐卡艺术演讲。
●2014 年 8 月在上海图书馆成功举办唐卡艺术上海展。
●9 月在台湾举办唐卡展,中国佛教会理事长圆宗长老等祝贺。
●10 月作品获得中国传统工艺最高奖“弘钰博杯奖”。

评价:
洛桑龙达上师的唐卡艺术,受到一代宗师夏吾才让的亲传。不仅传承热贡唐卡的正式传统,并巧妙地融入中国水墨画的工笔绘画技艺。经过 30 年的研习 佛法参悟,上师的唐卡作品,每一笔都敬持佛咒,出自清净梵行的清凈心、大悲心制作而成。每一尊佛菩萨都呈现出极具殊胜庒严和法喜之真、善、美的最高艺术境界,实乃至高“洁静精微”的大修行之作!

撰稿:张天遥,陶国炜
摄影:刘煜冬

【牛津学联】中英金融家年会牛津专场

主办:中英国际金融俱乐部 (CBFC)

协办:牛津中国学联(OXCSSA)

 

中英国际金融俱乐部简介:

中英国际金融俱乐部(CBFC)由中英两国最具前瞻影响力的金融领袖、企业家和经济学家共同创立。他们是中英两国倡导新金融、新经济中最前沿的中坚力量,同时也是中英两国金融领域交流的枢纽。作为全球性的金融领袖俱乐部,CBFC致力于推动中英金融领袖的交流,提升在世界金融领域的领袖地位。

 

6月14日牛津专场

10:00-12:30 与企业家面对面-传承对话

14:30-15:30 中英金融家圆桌会议

地点:Danson Room, Trinity College

 

主持对话嘉宾(按姓氏拼音排序):

艾欣     三通集团董事长,著名设计师,中英国际金融俱乐部理事

曹国伟     新浪董事长兼CEO,微博董事长

陈东升     泰康人寿保险股份有限公司董事长

马蔚华    著名金融家, 银行家、招商银行前董事长、行长、中国企业家俱乐部理事长,中英国际金融俱乐部荣誉理事长,“中国经济十年商业领袖”。

钮文新   CCTV证券资讯频道执行总编辑,首席财经分析师,证券发展研究中心资深顾问。

谭雅玲   中国外汇投资研究院院长、MG金融集团中国首席经济学家和首席分析师。

汪潮涌   信中利资本团董事长兼总裁,曾先后就职于摩根大通银行、摩根斯坦利等著名金融机构;曾担任摩根斯坦利亚洲公司副总裁兼任北京代表处首席代表。

 

其他部分受邀企业家名单 (按姓氏拼音排序):

陈 浩      君联资本 董事总经理兼首席投资官

陈爱国     华信能源集团 董事,创新金融负责人

符永鹰     美国瑞信资本亚太区 执行董事

何彬       上海黄浦投资基金 董事长

何如       国信证券 董事长

靳海涛     深圳市创新投资集团有限公司 董事长

李书福      吉利集团 董事长

刘朝晨      信中利资本 总经理

刘晓光      首创集团 董事长

张扬        清华控股有限公司 总裁

朱新礼      汇源果汁集团 董事长

 

英国地区参会嘉宾仍在确认中,请持续关注!

同时公开招募:

1)      年会志愿者若干名,负责整个年会及牛津专场的当天接待及筹备事宜;年会结束后将颁发由马蔚华先生亲笔签名的志愿者证书并赠予马蔚华先生签名自传。

2)      金融专业学生学者代表若干名,将会安排在传承对话环节与来访企业家深入交流;

3)      有相关金融和主持经验的主持人一名,将与几位企业家嘉宾一起主持提问对话环节。

报名请发邮件至:secretariat@oxcssa.org ,请简单陈述个人简历及报名原因,志愿者报名截止日期 2015530,学生代表及主持人报名截止日期201566

牛津专场注册链接:http://goo.gl/forms/XX0avRj24b

为了保证学生与来访嘉宾的深入交流,本场讲座位置有限,请尽快注册!

 

详情请见附件

中英金融家年会-牛津专场