The struggles for democratization, localization and the pursuit of ‘national’ identity are reflected by the various dilemmas of Taiwanese educational reforms. After the 80s, education development in Taiwan has been an integrated response to its economic needs and socio-political transformation. Similar to the members of European Union who are struggling to clarify the multifaceted identity in the age of globalization, documents of education reform in Taiwan start involving the making of a universal life-long learner as well as a citizen of certain State,

          However, people in Taiwan is facing a little more complicated situation: As a political community Taiwan is no doubt independent. But Taiwan is by no means, or at least, thus far not yet an independent sovereign nation state. Rather, its de facto and de jure status still remain indistinguishable (explained in the poster.)  As a result, I purpose that precisely because of this ambiguity, which meanwhile reflected on the divided national identity from within, the transformation of curriculum in modern Taiwan, diversified its educational likes with many Europe countries, carry an inevitable broken process.

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