Untea, Ionut2019-05-302019-05-302019-01-01Ethics in Progress, Volume 10 (2019), Issue 1, pp. 41-53.2084-9257http://hdl.handle.net/10593/24645As a young teacher and researcher, the prospective of introducing western philosophical themes to a public of students from a non-western country, came in 2016 as a once-in-a lifetime opportunity, which I met with great enthusiasm. However, as in any situation involving pre-conceived expectations, facing and dealing with the real situation on the ground opens up a pathway for a closer understanding of both the new culture explored, a perception of one’s own limits and the willingness to overcome them. The following lines are intended to cover the way my approach to teaching to a Chinese public has evolved from pre-conceptions and empty enthusiasm to an attitude of pedagogical creativity in identifying and presenting the key topics that would attract my students’ attention. As I will show, students’ expectations were to approach the western ideas not directly, but via a more complex process of being acquainted with the major historical and cultural movements in Europe and the western world. This meant the involvement in the teaching process of a wider number of elements taken not only from philosophy but from other humanistic disciplines.enginfo:eu-repo/semantics/openAccesshumanitiesChinese identityEuropean identitypersonal teaching experienceArtykułhttps://doi.org/10.14746/eip.2019.1.4