HLnovel Chapter 108 Cultural Clash on Campus
Chapter 108 Cultural Clash on Campus
Chapter 108: Cultural Clashes on Campus
Mu Yang entered elementary school, where the campus was filled with novelty and vitality. The spacious and bright classrooms, the rich and varied curriculum, and the group of innocent classmates were all completely new experiences for him.
In science class, the teacher explained the physiological structure of the human body, the principles of physics, and the mysteries of chemistry. Mu Yang listened with great interest. He discovered that although the precise analysis of modern science and the understanding of the human body by ancient Chinese medicine differed, there were also some subtle connections. For example, the meridians, qi, and blood mentioned in traditional Chinese medicine seem to have some connection with the human nervous system and circulatory system that has not yet been fully revealed. When the teacher talked about the structure and function of cells, Mu Yang couldn't help but think of the relationship between the microscopic world and the macroscopic whole of the human body in traditional Chinese medicine. He raised his hand to speak and put forward some of his own thoughts: "Teacher, traditional Chinese medicine believes that the human body is an organic whole, with various organs and meridians interconnected. Doesn't this have similarities with the mutual cooperation between cells to maintain life activities?" The teacher appreciated his unique insights and encouraged him to continue to explore in depth.
However, during breaks and extracurricular activities, cultural clashes often occurred. Once, students were discussing whether to seek Traditional Chinese Medicine (TCM) or Western medicine when sick. One student exclaimed, "Of course, Western medicine. Western medicine has advanced equipment that can quickly and accurately diagnose conditions and cure them." Mu Yang countered, "TCM has its own advantages. It can detect physical problems through observation, auscultation, questioning, and palpation. Furthermore, TCM treatments have fewer side effects and focus on overall balance." The students gathered around, arguing furiously. Some mocked him, saying, "Mu Yang, you're just too superstitious about our ancestors. It's not the modern age now, and you still believe in invisible meridians and acupuncture points." Mu Yang felt aggrieved, but he still tried to explain, "TCM has been passed down for thousands of years and contains a wealth of wisdom. Acupuncture, for example, can treat many difficult and complicated ailments, and this is proven in practice." However, most of his classmates didn't understand and simply thought his ideas were strange.
In Chinese class, while studying a text about traditional festivals, the teacher asked everyone to discuss the significance of each festival. Mu Yang recounted the traditional meanings of Spring Festival reunions, Dragon Boat Festival exorcism and blessings, and Mid-Autumn Festival homesickness. However, a classmate retorted, "Nowadays, Spring Festival is just a long holiday with games and lucky money. Why is there so much emphasis on it?" Mu Yang felt frustrated. He tried to make his classmates understand the profound cultural heritage behind these festivals, but they were more interested in modern entertainment and had little interest in the traditional cultural connotations.
Because he had some initial experience practicing Zhengyi Dao, some of his behaviors aroused curiosity and confusion among his classmates. For example, during breaks, he would choose a quiet corner to close his eyes and meditate briefly. Seeing this, some classmates would playfully and playfully try to interrupt him, while others would curiously ask, "Mu Yang, what are you doing? Are you practicing some special ability?" Mu Yang patiently explained, "It's a way to calm my mind, focus my attention, and better understand my physical and mental state." However, his classmates often only half understood and continued to give him strange looks.
Mu Yang felt even more respected and inspired during his interactions with his teachers. His Chinese teacher noticed his unique appreciation for the cultural meaning embedded in ancient poetry and often asked him to share his understanding in class. Mu Yang combined Traditional Chinese Medicine (TCM) concepts of yin and yang, the five elements, and the changing seasons to interpret the imagery in ancient poetry, which amazed both teachers and classmates. His math teacher also noted his logical thinking. When solving difficult math problems, Mu Yang applied Traditional Chinese Medicine's dialectical thinking to analyze problems from different angles and find solutions.
Despite facing misunderstandings and ridicule from his classmates, Mu Yang did not back down. He knew that the inheritance and exchange of culture required time and patience. He began to proactively seek out books and materials on the integration of TCM culture with modern science and culture, hoping to better explain the scientific and cultural value of TCM to his classmates. He also joined the school's cultural club. During the club's activities, he carefully prepared small lectures on TCM health preservation. Using easy-to-understand language and vivid and interesting examples, he introduced to his classmates the concepts of TCM health preservation, such as the yin and yang balance of diet and methods of health preservation throughout the four seasons. Although only a few students were willing to listen carefully at first, with his persistence and hard work, more and more students began to develop an interest in TCM culture.
During a cultural exchange event organized by the school, Mu Yang had an opportunity to showcase his talents. He performed a Tai Chi routine, whose blend of firmness and flexibility embodied the Traditional Chinese Medicine (TCM) principles of balancing yin and yang, and integrating movement and stillness. Afterward, he gave the students a detailed introduction to the origins and development of Tai Chi, as well as the TCM philosophy it embodies. This time, the students responded with warm applause and sincere admiration, rather than mockery or skepticism. This gave Mu Yang hope. He believed that with continued effort, he could help more people understand and embrace TCM, carve out a small niche for the preservation of traditional culture on this modern campus. In this cultural exchange, he continued to grow and strengthen his convictions, exploring ways to integrate ancient practices with modern life, and TCM heritage with multicultural exchange.