Humanities of Tea: Showcasing Self-Directed Learning Spirit through Tea Culture and Industry Innovation
[Office of Academic Affairs] Reported by Yang, Kai-Chieh
Final Presentation of “Humanities of Tea”: Local Practice of Tea Studies
The Humanities of Tea self-directed learning course, offered by the General Education Center at National Chengchi University, concluded this semester with impressive achievements. Breaking away from traditional teaching frameworks, the course encourages students to independently explore and practice. It integrates foundational knowledge of tea, humanistic concerns, and local industry resources—providing students with a unique learning experience while bringing new perspectives to the development of the local tea industry.
Balancing Theory and Practice: Exploring the Deeper Humanistic Connections of Tea
The course consists of two main parts: Introduction to Humanities of Tea and Fundamentals of Tea Studies. It covers both the knowledge and practical skills of sensory evaluation of tea, as well as the theory and practice of tea-making techniques. Using tea as a medium, the course guides students toward deeper humanistic reflection and self-exploration, while linking with disciplines such as psychology and Japanese tea ceremony aesthetics.
Students, grouped according to their interests, designed and implemented local cultural projects related to tea under the guidance of instructors and TAs. Through problem-based learning (PBL), they investigated how tea culture manifests in daily life, with projects such as the “Tea Journey” fully embodying the spirit of self-directed learning.
Active Exploration and Creativity: Viewing Tea Culture from Diverse Perspectives
Students’ initiative and creativity were fully stimulated through exploration. One student, Chao, shared why he chose this course: “I realized that tea can actually be understood from many different perspectives.” He described the course as a form of training that teaches students how to converge on valuable directions from a wide range of open-ended topics.
In the final presentation, one group compared Muzha Tieguanyin and Anxi Tieguanyin, asking: “Both are Tieguanyin teas, so why are there such clear differences in brewing methods and tea-making techniques?” They further explored the importance of tea-making methods and their impact. Another group visited the tea industry in Shenkeng with the question: “As urbanization and population outflow cause tea farming to decline, can tourism revitalize it?” They conducted fieldwork in the old street, visiting shops and interviewing local business owners to better understand the industry’s real challenges. These inquiry-driven approaches mark an important step toward self-directed problem solving.
Analyzing Tea Culture and Local Connections: Cross-Disciplinary Integration with Sustainability
Within the self-directed learning model, students demonstrated unique observations and in-depth analyses. The Beitou group re-examined Beitou’s tea heritage by linking tea history with the region’s hot spring culture. They analyzed how Japanese-style buildings, such as the Beitou Museum, embody the spirit of the tea ceremony, explored connections between Japanese tea aesthetics and the 24 solar terms, and even designed a one-day Beitou tour combining tea culture, hot springs, and a “five-senses healing” experience—showcasing cross-disciplinary application and problem-solving.
Meanwhile, the Pinglin group closely examined the region’s unique geographical environment, including how the Beishi River water conservation area affects water quality, and how soil and climate conditions benefit tea growth and flavor. They connected these observations to sustainable farming and soil-water conservation practices, noting ecological approaches such as maintaining ground cover and relying on natural predators. These diverse perspectives led to original insights on sustainability and tea production.
Deepening Learning and Inspiring Cross-Disciplinary Innovation
The Humanities of Tea course was co-designed by faculty and students, emphasizing learner autonomy. Through project-based research such as the “Tea Journey,” students presented their goals, methods, processes, outcomes, and reflections, showcasing their entire learning journey.
Their research topics ranged from Muzha Tieguanyin, to Beitou tea culture and hot springs, to revitalization of the Shenkeng tea industry. Starting with fundamental questions, students faced challenges, identified real obstacles, and engaged in fieldwork and interviews. By adopting cross-disciplinary and innovative approaches, they integrated knowledge and practice, unlocking their learning potential. The course not only deepened students’ understanding of Taiwan’s tea industry and cultural heritage but also significantly enhanced their self-directed learning and comprehensive competencies.
Source: NCCU Official Website