My master's supervisor, Researcher Liu Jun, passed away due to illness on May 6, 2019 at 2:30 pm ( Toronto time). Teacher Liu has been in good health in the past two years and has often gone to and from the hospital. The teacher’s wife also told me about Teacher Liu’s condition, so I am somewhat prepared. Despite this, when I received the news that my teacher's wife told Teacher Liu to die early on May 7, I couldn't help but burst into tears and felt very sad.
is a turning point in my life to be a student of Teacher Liu. Otherwise, I will probably continue to study, work in Tianjin, and then get married and have children. The trajectory of life will look different. In October 2002, Teacher Liu contacted Professor Ha Quan'an, who taught at Nankai University, and hoped that Teacher Ha would help him recommend a graduate student who is about to graduate and to study for his master's degree in contemporary Western historiography without exams next year. At that time, the school’s work on enrollment for graduate school was basically over, and I was very upset because of the changes in the middle of enrollment for graduate school. This matter is also known by the kind-hearted teacher Ha, who is in the ancient way. So, Teacher Ha contacted me and asked me to interview at the World History Institute in Dongchang Hutong, Wangfujing Street, Beijing the next day. I got big when I heard this. First, because you don’t have time to prepare for an interview, and second, your major is Chinese history, so it really takes a hundred times the courage to interview a national scientific research unit like the Institute of World History, the Chinese Academy of Social Sciences! However, it is a beautiful thing to think that studying in Beijing is a good thing, and Mr. Ha said that learning theories well will have many benefits for future scientific research. As long as I don’t make a fuss, studying in Beijing should be no problem. So, the next day I actually went to Beijing to attend the interview. During the interview with
, the little "short" knowledge I accumulated in historical theory and historical history was soon revealed by a re-examination teacher present. This teacher asked me three questions: one is the connection and difference between historical theory and historical theory; the second is to try to evaluate his historical thoughts based on the main content of Zhang Xuecheng's "General Essay on Literature and History"; the third is to briefly review the historical thoughts of Liang Qichao "New Historical Studies". After the re-examination teacher asked in a thorough manner, I quickly became "indecisive" and speechless. That time, I really realized what it felt like to "if there is a crack on the ground, you will get in"! Just when I was embarrassed and extremely embarrassed, Teacher Liu suddenly asked a question and asked me to briefly talk about my understanding and understanding of global history . I cleverly pointed out that global history is a study of a larger geographical scope or social unit. As an emerging discipline of history, it has important inspiration to the academic community in our country. The rise of global history is closely related to the development of global economic integration, and so on. In fact, I didn’t have much knowledge of global history at that time, let alone the historical concepts and research methods of global history! But at least this question won't leave me speechless! Later, Teacher Liu asked me in English what I think of the Chinese Academy of Social Sciences. I use English to refer to the Chinese Academy of Social Sciences as the country's highest humanities and social science research institution, with academic masters gathered and many classic achievements, etc. In other words, I finished the answer in a hurry. After the interview, Teacher Liu asked me to go back to Tianjin to wait for the notice and shake hands cordially to say goodbye. When I walked out of the Institute of World History, I thought that this time I not only lost people, but also completely lost the opportunity! However, despite the bad interview, Teacher Liu finally recruited me. He said that my academic year paper topic selection is highly innovative and written with great literary quality. The implication is that I am still a plastic material. Of course, I also know that Professor Ha Quan'an must have said a lot of good things for me.
Liu Jun Photographed in June 2013 in Canada's three provinces of ocean
Since I entered the wall of Teacher Liu, I have been feeling inferior deep in my heart. After all, the foundation of his own world history and historiography is too weak. However, during the three years he followed Teacher Liu, he never criticized me for my "ignorance" in his major, but kept encouraging me to read seriously and read more classics. I soon discovered that Teacher Liu is a very tolerant and humble person. I also quickly discovered that Teacher Liu was also very tolerant when dealing with academic issues.The book " Big Diversion " by Pomulan was popular in mainland China, and the "California School" was popular all over the country. Once, I asked Teacher Liu whether the book "Great Diversion" attributed the reason why China and Western Europe took different development paths in modern times to the coal factor is a bit narrow-minded. On the one hand, Teacher Liu believes that my doubts may be reasonable, but at the same time, he also reminds me that most works may answer or solve one or two questions. You cannot blame a book in full, as long as you make contributions and promote current academic research, it should be affirmed. At that time, I always felt that Teacher Liu lacked the enthusiasm for academic criticism, but later I gradually changed my views. There are indeed many sharp scholars in real life who talk endlessly when discussing issues and hype them everywhere. Some scholars even only focus on the rest when commenting on other people's works. As for this point, whether it is the focus of the author’s discussion is simply ignored. Similar academic criticism may make people feel refreshed, but they always feel that it is not too authentic. On the contrary, wouldn’t it be better if a scholar can maintain a relatively respectful and inclusive attitude towards different academic views, objectively examine or judge the pros and cons of relevant views, and draw academic nourishment from it and put forward new views? Teacher Liu obviously belongs to such a scholar.
Scientific researchers from various institutes of the Chinese Academy of Social Sciences generally only work one day a week, and everyone does scientific research separately at home at other times. On the day of work, there is sometimes an academic presentation. The reporter is mainly a researcher in the institute, reporting his own phased research results. Reporters can not only summarize research experiences in a timely manner and listen to other people's suggestions; listeners can also broaden their horizons and gain new knowledge. Sometimes, the report meetings are very intense. I remember one time, researcher Yi Jianping from the Institute of World History gave a report. After the report, a teacher raised an objection, and the gunpowder smelled very strong. Later, I saw Teacher Liu speak and thought that Teacher Yi’s discussion was very valuable, at least it inspired him very much. I can't remember the specific content of the speech. Is it a general idea to be tolerant of new thoughts and new views. This left a deep impression on me.
Teacher Liu’s tolerance and innocence in academic research are also reflected in respect and teaching of students. On the eve of my master's degree, I had arguing with Teacher Liu on the phone over an academic point of my graduation thesis. Teacher Liu asked me to delete and modify it so as not to raise objections from the defense teacher. But I just didn't agree, and in the end I was so angry that Teacher Liu hung up the phone. Just when I was uneasy and thought about remedies, Teacher Liu called me and said that the paper would not need to be modified. It is also a good thing for young people to dare to stick to their academic views. The tone was so gentle, without a trace of displeasure. After graduating from a doctorate, I joined an institute under the Ministry of Civil Affairs to engage in research on funeral policy and culture. Some teachers began to have some opinions on this research field. However, Teacher Liu has been one of my supporters since the beginning. He believes that this is a very important issue for people's livelihood and is of great research value. Since few people pay attention to it, it is easy to gain a foothold in the academic community and society if you do it well. This undoubtedly gave me great encouragement! During my time in the institute, since I was the only scientific researcher in history majoring in the institute, I specifically took on the work of promoting the compilation of "Chinese Funeral History" (eight volumes). This work started on July 21, 2012 and was published in June 2017, and lasted for more than five years. After the full set of books was published, it was rated as the "Top Ten Innovation Books of 2017" by the Social Sciences Literature Publishing House. The consultants and authors of this set of books include members of the school, well-known professors from universities, and many middle-aged and young scholars, which can be said to have condensed the efforts of generations of old, middle-aged and young. Among them, Teacher Liu also includes. At the project launch meeting, I specially invited Teacher Liu Jun as an editorial expert. At this meeting, Teacher Liu pointed out that the compilation of history books must form a compilation idea and compilation system of "points, lines, surfaces, and bodies". Based on his own experience, he put forward specific requirements and suggestions for the work of the compilation office, which received high praise and positive response from the leaders and experts attending the meeting.During the subsequent projects, Teacher Liu devoted himself to his wholeheartedness and not only contributed his wisdom and experience, but also made great efforts for me in front of the leaders in a very timely manner at critical moments.
Once, Editor-in-Chief Yang Qun of the Social Sciences Documentation Press mentioned in front of the leaders of the institute that the scientific research strength of the "Han Dynasty Volume" and "Sui Dynasty Tang Dynasty Volume" and "Sui Dynasty Tang Dynasty Five Dynasties Volume" of "Chinese Funeral History" was relatively weak. If it were originally undertaken by Researcher Peng Wei and Professor Zhang Guogang , the quality and weight of this set of books would be heavier. I know that Teacher Yang may be entirely out of the public intention of an editor, but obviously this unintentional statement may also make the leader have some opinions on my work. When I was contacting and forming a research team, I was turned away from a famous professor more than once. Later, a scholar laughed and said that he suspected that I was a liar and went online to find out if the institute really existed. I remember that as soon as Teacher Yang Qun finished speaking, Teacher Liu quickly took over the conversation, saying that academics are generally very busy and difficult to ask for. Even if I take it, some of them will be left to my own doctoral program. It’s better to find some associate professors from R&F to do it. They have motivation and energy. Furthermore, professors Peng Wei and Zhang Guogang also came from their youth, in other words, they also wanted to give young people a chance. The words made the leaders smile, and I also let go of a hanging heart.
Later, a colleague said to me very seriously, "Teacher Liu Jun is really committed to our project, it's all for you!" Why don't I know? Since I have never adapted to the research atmosphere of the institute, I am actually not very happy in the institute. This is also the reason why I am highly nervous about Teacher Yang Qun’s unintentional statement! Teacher Liu knew this very well. I have reported my work status to Teacher Liu many times before. Every time Teacher Liu advised me to concentrate on scientific research, produce good results, and wait for the opportunity. At the same time, I have reminded me many times that the institute has given me a lot of opportunities to exercise, which is something that most people cannot get! Once at a meeting at Daoxiang Lake View Hotel, I felt bitter again with Teacher Liu. Teacher Liu comforted me as usual and took the initiative to talk about some similar unsatisfactory encounters at work when I was young. That night, Teacher Liu and I walked around the hotel.
Teacher Liu treats students really care! During my PhD search, he went to the Institute of Modern History, Chinese Academy of Social Sciences to look for researcher Li Hongyan, and asked Teacher Li whether the Chinese Journal of Social Sciences was recruited, and recommended me to Teacher Li. I didn't go to the magazine for an interview later, but I always remember this in my heart. Later, Teacher Liu once told his teacher’s wife that he didn’t expect that his students were all so good! I really should bring a few more! In fact, everything is two-way. It is precisely because of the teacher's tolerance and care for students that students sincerely want to get close to teachers. Senior Brother Jian Qing and Senior Sister Jinli have said more than once that being with Teacher Liu is like being with an old friend, and you will not feel restrained at all. In addition to the past two years when Teacher Liu has been recuperating in Canada, every year, my brothers and sisters will make an appointment to visit Teacher Liu. At the beginning, we were just a few of us students. We started to bring our families up from when. A group of people, big and small, sat in Teacher Liu's living room, chatting without any hesitation while eating the "delicious food" prepared by Teacher Liu and his wife for everyone. Teacher Liu habitually sat on the chair and listened with a smile...
Speaking of Teacher Liu's academic research, we students were all a little ashamed. After graduation, Senior Brother Jian Qing and Senior Sister Jinli went to work in Tencent and the other became a high school teacher. Both of them were doing well in their respective industries. Although I am engaged in scientific research and teaching, my main interest lies in the study of Chinese history, and I also have a certain interest in historical theory. Later I heard that Teacher Liu had recruited another junior brother, but we don’t know which aspect of research this junior brother did. It can be said that most of us have not inherited Teacher Liu's academic tradition. Teacher Liu's academic interests are the study of the history of political thought in the United States, and the study of historical theory in contemporary Western countries. Especially in the study of American political and ideological history, there have been fruitful results.He has authored works such as "The Development of the Concept of Civil Rights in the United States" ( China Social Sciences Press 2012 edition), "Canada" (Social Sciences Documentation Press 2001 edition), and "Discussion on Globalization with Leading Cadres" (2001 edition of the Party School of the CPC Central Committee). Among them, the book "The Development of the Idea of Civil Rights in the United States" is the first work in the historical community in my country that systematically discusses the development of civil rights in the United States. It also "proposed a new framework to explain American history" (see Yu Liuzhen: "New Attacks in the Study of American History from the Perspective of Rights", "World History" 2015 No. 4).
In addition to the above works, Teacher Liu has also published dozens of research papers in authoritative journals such as World History and American Studies. Among them, many articles reflect his interest and attention to Western political history. For example, when the research on Western environmental history in mainland academic circles just emerged, Teacher Liu keenly discovered that most scholars were obviously not paying enough attention to the political role of Western environmental history, so he quickly wrote a paper that summarized and summarized the political characteristics of Western environmental history ("On the Political Characteristics of Western Environmental History", " Historical Monthly " 2006 Issue 3). This article was later reproduced by reprinting information by Hanshu book of Renmin University of China, which had a wider impact. It may also be because of his early experience as a worker, Teacher Liu has always had a strong interest in the study of Western labor history. He has written a series of articles to introduce famous scholars and representative works of Western labor history research, and has also published related special papers. If it were time to go, Teacher Liu would definitely have published works on this aspect. In addition, Mr. Liu has also conducted certain research on American women's history and women's history theory, and pays special attention to the political role in women's history research.
Before retirement, Teacher Liu served as the deputy editor-in-chief of "Research on Historical Theory" and was responsible for the compilation of the journal for quite some time. While long-term historical theory research and editing publications, he has also formed a lot of thoughts on historical theory research in the Chinese academic community, and some of them are directly pointing to the key points. At the closing ceremony of the 18th National Historical Theory Seminar in 2014, Teacher Liu once made a speech, criticizing the "inclination from concept to concept, from theory to theory, from foreign to foreign, divorced from historical reality and divorced from China's problems" that emerged in the current historical theory research, and called on historical theory research to be "down-to-earth". "We study foreign historical theories with the purpose of building a historical theory system with Chinese characteristics and to promote the healthy development of Chinese historiography." In order to develop Marxist history, "we must not only return to classic texts, but also be realistic, contemporary historical research, and problems that contemporary China urgently need to solve." In 2015, Teacher Liu retired. Therefore, the above closing speech can be regarded as a reflection on history for most of Teacher Liu's life and a profound reflection on the current status of historical theory research. It has many reference value for contemporary Chinese historical theory research.
Teacher Liu keeps writing. While doing rigorous academic writing, he also often likes to write some historical comments and essay-oriented articles. Whenever you get something for visiting school, visiting or studying, you will sort it out into a document. For example, he went to to study in the Netherlands . After returning to China, he wrote an article titled "A Brief Review of the Dutch Model" and published it in "Foreign Social Sciences" (Issue 1, 2006). The article introduces the origin, model and connotation of the Dutch model and compares it with the social and economic models of other countries in a targeted manner. After retirement, due to more opportunities to visit the United States and Canada, he wrote many historical essays introducing historical relics, important events, famous figures and their related thoughts related to the women's movement and human rights movement in the United States and Canada. On the eve of his illness, he also wrote a short article titled "Cherish life and put down the fishing rod: A side note of Canadian life", calling on people to care for wild animals while leisure.
When Teacher Liu was ill, there was another thing that moved me very much. When he first discharged from the hospital in Canada, he contacted me specifically and said he wanted to write an article.
My master's supervisor, Researcher Liu Jun, passed away due to illness on May 6, 2019 at 2:30 pm ( Toronto time). Teacher Liu has been in good health in the past two years and has often gone to and from the hospital. The teacher’s wife also told me about Teacher Liu’s condition, so I am somewhat prepared. Despite this, when I received the news that my teacher's wife told Teacher Liu to die early on May 7, I couldn't help but burst into tears and felt very sad.
is a turning point in my life to be a student of Teacher Liu. Otherwise, I will probably continue to study, work in Tianjin, and then get married and have children. The trajectory of life will look different. In October 2002, Teacher Liu contacted Professor Ha Quan'an, who taught at Nankai University, and hoped that Teacher Ha would help him recommend a graduate student who is about to graduate and to study for his master's degree in contemporary Western historiography without exams next year. At that time, the school’s work on enrollment for graduate school was basically over, and I was very upset because of the changes in the middle of enrollment for graduate school. This matter is also known by the kind-hearted teacher Ha, who is in the ancient way. So, Teacher Ha contacted me and asked me to interview at the World History Institute in Dongchang Hutong, Wangfujing Street, Beijing the next day. I got big when I heard this. First, because you don’t have time to prepare for an interview, and second, your major is Chinese history, so it really takes a hundred times the courage to interview a national scientific research unit like the Institute of World History, the Chinese Academy of Social Sciences! However, it is a beautiful thing to think that studying in Beijing is a good thing, and Mr. Ha said that learning theories well will have many benefits for future scientific research. As long as I don’t make a fuss, studying in Beijing should be no problem. So, the next day I actually went to Beijing to attend the interview. During the interview with
, the little "short" knowledge I accumulated in historical theory and historical history was soon revealed by a re-examination teacher present. This teacher asked me three questions: one is the connection and difference between historical theory and historical theory; the second is to try to evaluate his historical thoughts based on the main content of Zhang Xuecheng's "General Essay on Literature and History"; the third is to briefly review the historical thoughts of Liang Qichao "New Historical Studies". After the re-examination teacher asked in a thorough manner, I quickly became "indecisive" and speechless. That time, I really realized what it felt like to "if there is a crack on the ground, you will get in"! Just when I was embarrassed and extremely embarrassed, Teacher Liu suddenly asked a question and asked me to briefly talk about my understanding and understanding of global history . I cleverly pointed out that global history is a study of a larger geographical scope or social unit. As an emerging discipline of history, it has important inspiration to the academic community in our country. The rise of global history is closely related to the development of global economic integration, and so on. In fact, I didn’t have much knowledge of global history at that time, let alone the historical concepts and research methods of global history! But at least this question won't leave me speechless! Later, Teacher Liu asked me in English what I think of the Chinese Academy of Social Sciences. I use English to refer to the Chinese Academy of Social Sciences as the country's highest humanities and social science research institution, with academic masters gathered and many classic achievements, etc. In other words, I finished the answer in a hurry. After the interview, Teacher Liu asked me to go back to Tianjin to wait for the notice and shake hands cordially to say goodbye. When I walked out of the Institute of World History, I thought that this time I not only lost people, but also completely lost the opportunity! However, despite the bad interview, Teacher Liu finally recruited me. He said that my academic year paper topic selection is highly innovative and written with great literary quality. The implication is that I am still a plastic material. Of course, I also know that Professor Ha Quan'an must have said a lot of good things for me.
Liu Jun Photographed in June 2013 in Canada's three provinces of ocean
Since I entered the wall of Teacher Liu, I have been feeling inferior deep in my heart. After all, the foundation of his own world history and historiography is too weak. However, during the three years he followed Teacher Liu, he never criticized me for my "ignorance" in his major, but kept encouraging me to read seriously and read more classics. I soon discovered that Teacher Liu is a very tolerant and humble person. I also quickly discovered that Teacher Liu was also very tolerant when dealing with academic issues.The book " Big Diversion " by Pomulan was popular in mainland China, and the "California School" was popular all over the country. Once, I asked Teacher Liu whether the book "Great Diversion" attributed the reason why China and Western Europe took different development paths in modern times to the coal factor is a bit narrow-minded. On the one hand, Teacher Liu believes that my doubts may be reasonable, but at the same time, he also reminds me that most works may answer or solve one or two questions. You cannot blame a book in full, as long as you make contributions and promote current academic research, it should be affirmed. At that time, I always felt that Teacher Liu lacked the enthusiasm for academic criticism, but later I gradually changed my views. There are indeed many sharp scholars in real life who talk endlessly when discussing issues and hype them everywhere. Some scholars even only focus on the rest when commenting on other people's works. As for this point, whether it is the focus of the author’s discussion is simply ignored. Similar academic criticism may make people feel refreshed, but they always feel that it is not too authentic. On the contrary, wouldn’t it be better if a scholar can maintain a relatively respectful and inclusive attitude towards different academic views, objectively examine or judge the pros and cons of relevant views, and draw academic nourishment from it and put forward new views? Teacher Liu obviously belongs to such a scholar.
Scientific researchers from various institutes of the Chinese Academy of Social Sciences generally only work one day a week, and everyone does scientific research separately at home at other times. On the day of work, there is sometimes an academic presentation. The reporter is mainly a researcher in the institute, reporting his own phased research results. Reporters can not only summarize research experiences in a timely manner and listen to other people's suggestions; listeners can also broaden their horizons and gain new knowledge. Sometimes, the report meetings are very intense. I remember one time, researcher Yi Jianping from the Institute of World History gave a report. After the report, a teacher raised an objection, and the gunpowder smelled very strong. Later, I saw Teacher Liu speak and thought that Teacher Yi’s discussion was very valuable, at least it inspired him very much. I can't remember the specific content of the speech. Is it a general idea to be tolerant of new thoughts and new views. This left a deep impression on me.
Teacher Liu’s tolerance and innocence in academic research are also reflected in respect and teaching of students. On the eve of my master's degree, I had arguing with Teacher Liu on the phone over an academic point of my graduation thesis. Teacher Liu asked me to delete and modify it so as not to raise objections from the defense teacher. But I just didn't agree, and in the end I was so angry that Teacher Liu hung up the phone. Just when I was uneasy and thought about remedies, Teacher Liu called me and said that the paper would not need to be modified. It is also a good thing for young people to dare to stick to their academic views. The tone was so gentle, without a trace of displeasure. After graduating from a doctorate, I joined an institute under the Ministry of Civil Affairs to engage in research on funeral policy and culture. Some teachers began to have some opinions on this research field. However, Teacher Liu has been one of my supporters since the beginning. He believes that this is a very important issue for people's livelihood and is of great research value. Since few people pay attention to it, it is easy to gain a foothold in the academic community and society if you do it well. This undoubtedly gave me great encouragement! During my time in the institute, since I was the only scientific researcher in history majoring in the institute, I specifically took on the work of promoting the compilation of "Chinese Funeral History" (eight volumes). This work started on July 21, 2012 and was published in June 2017, and lasted for more than five years. After the full set of books was published, it was rated as the "Top Ten Innovation Books of 2017" by the Social Sciences Literature Publishing House. The consultants and authors of this set of books include members of the school, well-known professors from universities, and many middle-aged and young scholars, which can be said to have condensed the efforts of generations of old, middle-aged and young. Among them, Teacher Liu also includes. At the project launch meeting, I specially invited Teacher Liu Jun as an editorial expert. At this meeting, Teacher Liu pointed out that the compilation of history books must form a compilation idea and compilation system of "points, lines, surfaces, and bodies". Based on his own experience, he put forward specific requirements and suggestions for the work of the compilation office, which received high praise and positive response from the leaders and experts attending the meeting.During the subsequent projects, Teacher Liu devoted himself to his wholeheartedness and not only contributed his wisdom and experience, but also made great efforts for me in front of the leaders in a very timely manner at critical moments.
Once, Editor-in-Chief Yang Qun of the Social Sciences Documentation Press mentioned in front of the leaders of the institute that the scientific research strength of the "Han Dynasty Volume" and "Sui Dynasty Tang Dynasty Volume" and "Sui Dynasty Tang Dynasty Five Dynasties Volume" of "Chinese Funeral History" was relatively weak. If it were originally undertaken by Researcher Peng Wei and Professor Zhang Guogang , the quality and weight of this set of books would be heavier. I know that Teacher Yang may be entirely out of the public intention of an editor, but obviously this unintentional statement may also make the leader have some opinions on my work. When I was contacting and forming a research team, I was turned away from a famous professor more than once. Later, a scholar laughed and said that he suspected that I was a liar and went online to find out if the institute really existed. I remember that as soon as Teacher Yang Qun finished speaking, Teacher Liu quickly took over the conversation, saying that academics are generally very busy and difficult to ask for. Even if I take it, some of them will be left to my own doctoral program. It’s better to find some associate professors from R&F to do it. They have motivation and energy. Furthermore, professors Peng Wei and Zhang Guogang also came from their youth, in other words, they also wanted to give young people a chance. The words made the leaders smile, and I also let go of a hanging heart.
Later, a colleague said to me very seriously, "Teacher Liu Jun is really committed to our project, it's all for you!" Why don't I know? Since I have never adapted to the research atmosphere of the institute, I am actually not very happy in the institute. This is also the reason why I am highly nervous about Teacher Yang Qun’s unintentional statement! Teacher Liu knew this very well. I have reported my work status to Teacher Liu many times before. Every time Teacher Liu advised me to concentrate on scientific research, produce good results, and wait for the opportunity. At the same time, I have reminded me many times that the institute has given me a lot of opportunities to exercise, which is something that most people cannot get! Once at a meeting at Daoxiang Lake View Hotel, I felt bitter again with Teacher Liu. Teacher Liu comforted me as usual and took the initiative to talk about some similar unsatisfactory encounters at work when I was young. That night, Teacher Liu and I walked around the hotel.
Teacher Liu treats students really care! During my PhD search, he went to the Institute of Modern History, Chinese Academy of Social Sciences to look for researcher Li Hongyan, and asked Teacher Li whether the Chinese Journal of Social Sciences was recruited, and recommended me to Teacher Li. I didn't go to the magazine for an interview later, but I always remember this in my heart. Later, Teacher Liu once told his teacher’s wife that he didn’t expect that his students were all so good! I really should bring a few more! In fact, everything is two-way. It is precisely because of the teacher's tolerance and care for students that students sincerely want to get close to teachers. Senior Brother Jian Qing and Senior Sister Jinli have said more than once that being with Teacher Liu is like being with an old friend, and you will not feel restrained at all. In addition to the past two years when Teacher Liu has been recuperating in Canada, every year, my brothers and sisters will make an appointment to visit Teacher Liu. At the beginning, we were just a few of us students. We started to bring our families up from when. A group of people, big and small, sat in Teacher Liu's living room, chatting without any hesitation while eating the "delicious food" prepared by Teacher Liu and his wife for everyone. Teacher Liu habitually sat on the chair and listened with a smile...
Speaking of Teacher Liu's academic research, we students were all a little ashamed. After graduation, Senior Brother Jian Qing and Senior Sister Jinli went to work in Tencent and the other became a high school teacher. Both of them were doing well in their respective industries. Although I am engaged in scientific research and teaching, my main interest lies in the study of Chinese history, and I also have a certain interest in historical theory. Later I heard that Teacher Liu had recruited another junior brother, but we don’t know which aspect of research this junior brother did. It can be said that most of us have not inherited Teacher Liu's academic tradition. Teacher Liu's academic interests are the study of the history of political thought in the United States, and the study of historical theory in contemporary Western countries. Especially in the study of American political and ideological history, there have been fruitful results.He has authored works such as "The Development of the Concept of Civil Rights in the United States" ( China Social Sciences Press 2012 edition), "Canada" (Social Sciences Documentation Press 2001 edition), and "Discussion on Globalization with Leading Cadres" (2001 edition of the Party School of the CPC Central Committee). Among them, the book "The Development of the Idea of Civil Rights in the United States" is the first work in the historical community in my country that systematically discusses the development of civil rights in the United States. It also "proposed a new framework to explain American history" (see Yu Liuzhen: "New Attacks in the Study of American History from the Perspective of Rights", "World History" 2015 No. 4).
In addition to the above works, Teacher Liu has also published dozens of research papers in authoritative journals such as World History and American Studies. Among them, many articles reflect his interest and attention to Western political history. For example, when the research on Western environmental history in mainland academic circles just emerged, Teacher Liu keenly discovered that most scholars were obviously not paying enough attention to the political role of Western environmental history, so he quickly wrote a paper that summarized and summarized the political characteristics of Western environmental history ("On the Political Characteristics of Western Environmental History", " Historical Monthly " 2006 Issue 3). This article was later reproduced by reprinting information by Hanshu book of Renmin University of China, which had a wider impact. It may also be because of his early experience as a worker, Teacher Liu has always had a strong interest in the study of Western labor history. He has written a series of articles to introduce famous scholars and representative works of Western labor history research, and has also published related special papers. If it were time to go, Teacher Liu would definitely have published works on this aspect. In addition, Mr. Liu has also conducted certain research on American women's history and women's history theory, and pays special attention to the political role in women's history research.
Before retirement, Teacher Liu served as the deputy editor-in-chief of "Research on Historical Theory" and was responsible for the compilation of the journal for quite some time. While long-term historical theory research and editing publications, he has also formed a lot of thoughts on historical theory research in the Chinese academic community, and some of them are directly pointing to the key points. At the closing ceremony of the 18th National Historical Theory Seminar in 2014, Teacher Liu once made a speech, criticizing the "inclination from concept to concept, from theory to theory, from foreign to foreign, divorced from historical reality and divorced from China's problems" that emerged in the current historical theory research, and called on historical theory research to be "down-to-earth". "We study foreign historical theories with the purpose of building a historical theory system with Chinese characteristics and to promote the healthy development of Chinese historiography." In order to develop Marxist history, "we must not only return to classic texts, but also be realistic, contemporary historical research, and problems that contemporary China urgently need to solve." In 2015, Teacher Liu retired. Therefore, the above closing speech can be regarded as a reflection on history for most of Teacher Liu's life and a profound reflection on the current status of historical theory research. It has many reference value for contemporary Chinese historical theory research.
Teacher Liu keeps writing. While doing rigorous academic writing, he also often likes to write some historical comments and essay-oriented articles. Whenever you get something for visiting school, visiting or studying, you will sort it out into a document. For example, he went to to study in the Netherlands . After returning to China, he wrote an article titled "A Brief Review of the Dutch Model" and published it in "Foreign Social Sciences" (Issue 1, 2006). The article introduces the origin, model and connotation of the Dutch model and compares it with the social and economic models of other countries in a targeted manner. After retirement, due to more opportunities to visit the United States and Canada, he wrote many historical essays introducing historical relics, important events, famous figures and their related thoughts related to the women's movement and human rights movement in the United States and Canada. On the eve of his illness, he also wrote a short article titled "Cherish life and put down the fishing rod: A side note of Canadian life", calling on people to care for wild animals while leisure.
When Teacher Liu was ill, there was another thing that moved me very much. When he first discharged from the hospital in Canada, he contacted me specifically and said he wanted to write an article.It turned out that in 1989, Teacher Liu and Teacher Li Lin edited a collection of essays entitled "New Authoritarianism: A Dispute on the Reform Theory Program" (1989 edition of Beijing Institute of Economics Press), which collected representative controversial articles on New Authoritarianism at that time one by one. A few years ago, a reader took the initiative to contact him after reading this book, hoping that Teacher Liu would talk about the difference between new and old authoritarianism from the editor's perspective and the ins and outs of compiling this book. Because I couldn't read the text well after the operation, Teacher Liu sued me the main content through WeChat oral statements, and then I compiled it into a text. In order to do this work well, I specifically searched for this manuscript and read it. I understood the original intention of compiling this collection of essays, which was to leave some historical materials for future generations. Nearly thirty years after this collection of essays was published, and Teacher Liu was naturally very happy. However, this small article was not published later, so I will make up for it now.
From the academic research of Teacher Liu Jun, we can clearly realize that he has a strong sense of practical concern in academic work. This is what I felt more and more clearly after studying with him, and it also has the greatest impact on me. The current research on the history of doctor-patient relationships and contemporary funeral reform (history) in my current study are all putting real care in a very important dimension. My preference in academic research can be said to be closely related to Teacher Liu's influence. In addition, due to work, I was often impetuous a few years ago. After Mr. Liu noticed it, he repeatedly warned me to be down-to-earth, do things without being anxious or slow, and be orderly. In the past two years, I have been working hard in the research field that I like and have begun to gain something, and I finally become at ease and tranquility in my heart. After being ill, Teacher Liu reminded me more than once that he still has life besides scientific research, and told me to learn to be a good son, a good husband and a good father. As I grow older and experience, I am slowly falling in love with doing housework. I gradually realized that there must be someone to contribute to the family! Only by knowing how to understand and understand, and accompanying and giving wholeheartedly can a family be full of love and warmth! On the morning of Teacher Liu's departure, the teacher's wife and their baby daughter Beibei said to Teacher Liu who was sleeping in the bed, "We all love you." Teacher Liu, who often dreamed, actually laughed. Through the words sent by my teacher’s wife, I can understand their helplessness, reluctance and strength, and at the same time I can imagine what a warm picture this is! I later told my teacher's wife that Teacher Liu left with love and reluctance, but she certainly had no fear.
There are always all kinds of helplessness and regrets in life. For Teacher Liu, who has always been in good health, the leisurely years after retirement is the great time he can visit and play around the world and write down his thoughts. However, he fell ill. I think not only Teacher Liu, Teacher's wife and Beibei, but also our students, are strongly surging from the bottom of their hearts! However, in this matter, Teacher Liu also showed that he knew his fate. The teacher's wife said that when the doctor asked him whether he had taken excessive rescue measures in critical moments, Teacher Liu refused. When Teacher Liu was miraculously discharged from the hospice hospital for the first time, Teacher Liu comforted his wife and said that he would live to be eighty. Even though his eyesight has decreased a lot due to illness, he did not forget to send a WeChat message to several of our students, reminding us to cherish life and love life. Teacher Liu hopes that the people he cares about will all live well!
Teacher Liu is a great filial son. Since retirement, I have to go back to Beijing from Canada alone every year to live alone for a few months, just to take care of and accompany my elderly mother. Teacher Liu's mother is a very outstanding middle school teacher. After the old man died at the age of 97, the students of that year wrote to mourn. Teacher Liu also forwarded the relevant articles to us specifically. Teacher Liu was very sad about the death of the old man and often cried silently alone. The teacher's wife also advised him many times, but the effect was not obvious. Teacher Liu once told me that he really understood what "hot tears" are. The long-term depression and grief have become the cause of teacher Liu's illness. The teacher’s wife said that although Teacher Liu is tolerant and humble, he also has his own principles and has a more stubborn side.But this side we students have never seen before.
After I was transferred to Central University for Nationalities and started teaching in August 2017, I had an idea. Just wait for Teacher Liu to come back from Canada, I want to invite him to the school to give a lecture on global history to the students. When I was in the postgraduate re-examination, Teacher Liu tested me for questions about global history. Back then, my answer was very average. Now, by chance, I am offering students a course called "Introduction to Global History". We can discuss the relevant research together. I know that it is impossible to ask Teacher Liu to give a lecture. However, in my mind, a picture often appears: Teacher Liu is sitting at the desk talking, and the students sit down to listen to the class, just like when I was studying with him... This picture is conceivable and unattainable!
On the afternoon of May 11, 2019 (Toronto time), Teacher Liu was buried in a beautiful cemetery in Toronto, Canada. We students were unable to see each other farewell in person. I would like to mourn and bid farewell to our beloved Teacher Liu with this short article!
Ma Jinsheng Crying Book
May 9-12, 2019
But this side we students have never seen before.After I was transferred to Central University for Nationalities and started teaching in August 2017, I had an idea. Just wait for Teacher Liu to come back from Canada, I want to invite him to the school to give a lecture on global history to the students. When I was in the postgraduate re-examination, Teacher Liu tested me for questions about global history. Back then, my answer was very average. Now, by chance, I am offering students a course called "Introduction to Global History". We can discuss the relevant research together. I know that it is impossible to ask Teacher Liu to give a lecture. However, in my mind, a picture often appears: Teacher Liu is sitting at the desk talking, and the students sit down to listen to the class, just like when I was studying with him... This picture is conceivable and unattainable!
On the afternoon of May 11, 2019 (Toronto time), Teacher Liu was buried in a beautiful cemetery in Toronto, Canada. We students were unable to see each other farewell in person. I would like to mourn and bid farewell to our beloved Teacher Liu with this short article!
Ma Jinsheng Crying Book
May 9-12, 2019
