DOCSLIB.ORG

2007: University of California, Irvine

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2007: University of California, Irvine American Oriental Society Western Branch—2007 Meeting University of California, Irvine, CA, USA Program Friday, October 12 8:30-9:00: Registration: 135 Humanities Instructional Building, UCI 9:00-9:15: Opening Remarks Catherine Liu, Director, UCI Humanities Center 9:15-10:45: Panel One David Knechtges, Chair Timothy Wai Keung Chan, Hong Kong Baptist University and The University of Sydney The Frustration of the Fisherman and the Wood Gatherer in Early Chinese Literature Kong Xurong, Kean University Yongwu Fu and Intention? A Thematic Study of Fu Xuan’s Yongwu Fu Sujane Wu, Smith College Not Feeling Ashamed to Learn from Someone Younger: the Meeting of Lu Yun (262-303) and Zhou Chu (236-297) Zeb Raft, Harvard University The Poetry of Xie An 謝安 (320-385) 11:00-12:00: Panel Two David Schaberg, Chair Newell Ann Van Auken, Grinnell College Records of pìn 聘 and cháo 朝 visits in the Chūnqiū 春秋: A one-sided view of diplomatic travel Matthias Richter, University of Colorado at Boulder Degrees of canonization of the Odes as reflected in the Warrings States Chu manuscript “Min zhi fu mu” and its transmitted counterparts 12:00-1:30 Lunch 1:30-3:00: Panel Three Timothy Chan, Chair Timothy Michael O’Neill, University of Washington The Shuowen jiezi and Han lexicography Mark Pitner, University of Washington The Embodied the Sage: fluid boundaries in Yang Xiong’s Fa yan Antje Richter, University of Colorado at Boulder Familial Admonitions: The Emergence of an Epistolary Subgenre in the Han and Six Dynasties Periods Timothy M. Davis, Brigham Young University Historiographical Biography and Commemorative Biography 3:15-4:15: Panel Four Newell Ann Van Auken, Chair David Prager Branner, University of Maryland Táng-time Choice of Variant Readings Richard VanNess Simmons, Rutgers University Comparing Common Northern Wu and Common Southern Jiang- Hwai with Common Dialectal Chinese 4:30-5:30: Panel Five Ronald Egan, Chair Daniel Hsieh, Purdue University Fragrant Rice and Green Paulownia: Notes on a Couplet in Du Fu’s “Autumn Meditations” Daniel Bryant, University of Victoria Do Parallel Objects Ever Not Meet? 5:30-7:30 Reception: UCI University Club 801 East Peltason Drive Saturday, October 13 8:30-10:00: Panel Six Paul Kroll, Chair Jeongsoo Shin, University of Washington “Shan ju fu”: Self-esteem in the Mountains Meow-hui Goh, Ohio State University Seeing in the “Poems on Things” by the Yongming Poets Wang Ping, Princeton University Xiao Yan and His Yuefu Poetry 10:15-11:45: Panel Seven Jonathan Pease, Chair Linda Feng, Columbia University Urban Life and the Literature of Experience in Mid- to Late Tang Kathleen Tomlonovic, Western Washington University Genealogy and Nomenclature for Northern Song Officials: Names and Titles of the Su Family from Shu Yugen Wang, University of Oregon “Handle of the Hatchet”: Fa and Methods of Composition in the Poetics of Huang Tingjian (1045-1105) Ronald Egan, University of California at Santa Barbara Voice and Autobiography in the Song Lyrics of Li Qingzhao 11:45-12:00: Business Meeting 12:00-1:30 Lunch 1:30-2:30: Panel Eight Madeline Spring, Chair Jie Wu, University of Washington at Seattle Mediocrity at the Dawn of the Golden Age: A Study of the Gaoshi sanyan shiji Ping Yao, California State University, Los Angeles Images of Tang Women in Stupa Inscriptions 2:45-3:45: Panel Nine Richard Von Glahn, Chair Ghazzal Dabiri, UCLA Vīs va Rāmīn Reconsidered: A Product of the Translation and Adaptation Movements of the 9th and 10th centuries Anthony Clark, University of Alabama China, Children, and the New Catechism: Jesuit Adaptation of Ertong Wenxue 4:00-5:30: Panel Ten Steve West, Chair Timothy C. Wong, Arizona State University Written Vernacular and Xiaoshuo Narrative Y. Edmund Lien, University of Washington, Seattle Lexical Tone versus Melody for Northern Dramas in Kunqu – A New Study Yuming He, Univ. of Chicago Woodblock Illustrations and Reading in the Late Ming Yan Liang, University of California, Santa Barbara The Poetic Demons: A Satire on Literati Culture in The Journey to the West Annual Banquet, Phineas Banning Alumni House, UCI 6:30-7:00 Reception 7:00 Dinner, Followed by the Presidential Address by Jonathan Pease Abstracts (in alphabetical order) David Prager Branner University of Maryland Táng-time Choice of Variant Readings The larger Chinese dictionaries contain a forest of pòyīnzì 破音字, characters for which more than one pronunciation and meaning is prescribed. No simple synchronic pattern accounts for the variant readings. If the situation seems confusing, recall that it has been much worse in earlier generations. In the past few decades, various official Chinese organizations have tried to cut back the number of such variant readings, or to promote one primary reading and to pin down the precise conditions when any others are to be used. In spite of theories by prominent scholars that characters ought to correspond in a simple way to morphemes, the evidence is that the relationship between characters and morphemes in China have always been mixed and that one-to-one usage has often been the result of conscious attempt to simplify the script. The origin of this complexity lies mainly in Táng-time consolidation of older glosses and tōngjiǎ 通假 pairs. The abundance of evidence suggests that most of this consolidation took place through a process of prescriptive decision-making rather than description of popular practice. This paper treats cases where it is clear that a decision could not be avoided and discusses likely reasons for the result. Daniel Bryant University of Victoria Do Parallel Objects Ever Not Meet? Couplets that are semantically and syntactically parallel have been a feature of Chinese verse from the earliest times. Research on parallel couplets has tended to focus on the feature of tonal antithesis characteristic of poetry in the ‘new-style’ form, especially the development and early history of tonal categories and their integration into poetic prosody. This paper, by contrast, considers the syntax of couplets and in particular the use of verb-object constructions. The question asked is: do poets writing parallel couplets observe any distinctions among various kinds of object (direct, indirect, locative, etc.)? The evidence is drawn from the works of Pao Chao (Six Dynasties old-style verse), Meng Hao-jan (Tang new-style verse), Li Yü (Five Dynasties tz’u), and Ho Ching-ming (Ming new-style verse). Timothy Wai Keung Chan Hong Kong Baptist University; The University of Sydney The Frustration of the Fisherman and the Wood Gatherer in Early Chinese Literature This paper examines the role of the fisherman and the firewood gatherer’s responses to the chaotic world as seen in selected personal, textual, and historical contexts of the Warring States to the Jin-Song periods (later third century BC to early fifth century AD). Although the Zhuangzi is the earliest known source of the fisherman persona, various archetypes of this kind, including the boatman and the firewood gatherer, are found in early texts. These figures were not ordinary farmers and uneducated people, but represented members of the civil service who dissented from the central political power, opposite numbers of those who supported it. These two contesting sub-classes together comprised the scholars (shi 士). Since the Eastern Han, the rising sub-class of recluses had a great impact among intellectuals. The opposing pulls of public service and reclusion constantly haunted the shi. This dilemma became an increasingly prominent motif in literary works, and was personified in the fisherman and the wood gatherer. Despite their different names and sobriquets, and different guises, they have one common archetype: the “second self ” of the writer. In literary presentation, this “second self ” acts as an advisor to the troubled “first self.” In this entity, there is always a common dilemma that writers or historians encounter: writing as a means of making oneself or certain individuals known to others, especially later generations, can elicit accusations that one is pursuing fame. Anthony Clark University of Alabama China, Children, and the New Catechism: Jesuit Adaptation of Ertong Wenxue The opening lines of the famous children’s primer, the Sanzijing 三字經 (Three Character Classic) states: “When a person is first born his or her nature is good; While people’s nature is closely matched, what they study is far apart.” The opening lines of the Tianzhu shengjiao sizi jingwen 天主聖教四字經文 (The Sacred Teaching of the Lord of Heaven Four Character Classic) begins: “The Lord of Heaven is all capable and the true origin of the myriad things; He is without beginning and without end, forever alive and forever king.” The native work draws upon the tenets of Mencius, while the Jesuit Children’s primer draws on the catechetical traditions of the West. Jesuits in the mid-seventeenth century produced an astonishing volume of Chinese texts, many of which emulated China’s ertong wenxue (Children’s literature) tradition, and most of which remain unstudied. This paper functions as a starting point for new research on Chinese manuscripts produced by missionaries from the seventeenth to twentieth centuries. I was granted permission to consult Chinese texts in the Vatican Secret Archives and the Pope’s Private Library during the summer of 2007. While there, I hand-copied several Jesuit children’s primers that have remained unread since they were archived three centuries ago. This paper is a preliminary report on Jesuit accommodationist strategies of conversion, especially those related to the instruction of children. Ghazzal Dabiri UCLA Vīs va Rāmīn Reconsidered: A Product of the Translation and Adaptation Movements of the 9th and 10th centuries Composed in c. A.D. 1040, Vīs va Rāmīn is the oldest known romantic epic in New Persian.
Load more

Recommended publications
  • Each One Gives Law to His Children and to His Wives. the San Tzu Ching Կ
    Each one gives law to his children and to his wives. 1 ARISTOTLE INTRODUCTION ᆖ, the “Three-Character Classic”orڗThe San tzu ching Կ “Trimetrical Classic” (GILES, p. III) was for countless generations of East Asian schoolboys the authoritative introduction to literate culture. In Manchuria, Mongolia, Japan, Korea, Annam as well as in China proper it informed the education ideally, the education of a future mandarin wherever the administration acted according to the standards of Confucianism, as long as the kanjis2 were written with the brush. The San tzu ching had in East Asia the same function as for us, in the West, the “DONAT” (of Aelius Donatus, a grammarian of the fourth century A.D.). Till roughly 1900, as long as western boys were taught Latin effectively, they were taught the DONAT; and in the East, as long as the boys were to learn literary Chinese properly, they received their first initiation from the San tzu ching ... or from one of its precursors. Its characteristic teaching method is certainly much older than the San tzu ching as we have it today, and which is of Manchu doing. 1) Politics, I, 1252b 20; quoted according to Plato, Laws, III, 680 B; who in turn quotes loosely from Homer, Odyssey, IX, 114; cf. also Nicomachean Ethics, X, 1180a 28. 2) Since anyway it is unlikely that a student will pronounce the ”tzu4 correctly, and since the English words “letter ڗ Chinese word or “character” are inadequate, I adopted the Japanese designation Chinese graphic sign”: a word which is easy to“ ڗkanji ዧ articulate and perfectly unambiguous.
    [Show full text]
  • HÀNWÉN and TAIWANESE SUBJECTIVITIES: a GENEALOGY of LANGUAGE POLICIES in TAIWAN, 1895-1945 by Hsuan-Yi Huang a DISSERTATION S
    HÀNWÉN AND TAIWANESE SUBJECTIVITIES: A GENEALOGY OF LANGUAGE POLICIES IN TAIWAN, 1895-1945 By Hsuan-Yi Huang A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Curriculum, Teaching, and Educational Policy—Doctor of Philosophy 2013 ABSTRACT HÀNWÉN AND TAIWANESE SUBJECTIVITIES: A GENEALOGY OF LANGUAGE POLICIES IN TAIWAN, 1895-1945 By Hsuan-Yi Huang This historical dissertation is a pedagogical project. In a critical and genealogical approach, inspired by Foucault’s genealogy and effective history and the new culture history of Sol Cohen and Hayden White, I hope pedagogically to raise awareness of the effect of history on shaping who we are and how we think about our self. I conceptualize such an historical approach as effective history as pedagogy, in which the purpose of history is to critically generate the pedagogical effects of history. This dissertation is a genealogical analysis of Taiwanese subjectivities under Japanese rule. Foucault’s theory of subjectivity, constituted by the four parts, substance of subjectivity, mode of subjectification, regimen of subjective practice, and telos of subjectification, served as a conceptual basis for my analysis of Taiwanese practices of the self-formation of a subject. Focusing on language policies in three historical events: the New Culture Movement in the 1920s, the Taiwanese Xiāngtǔ Literature Movement in the early 1930s, and the Japanization Movement during Wartime in 1937-1945, I analyzed discourses circulating within each event, particularly the possibilities/impossibilities created and shaped by discourses for Taiwanese subjectification practices. I illustrate discursive and subjectification practices that further shaped particular Taiwanese subjectivities in a particular event.
    [Show full text]
  • NCTA Lesson Plan
    NCTA Lesson Plan Name: Stephanie Hagan, Noe Middle School, NCTA 2020 (Columbus, OH). Title: How did Confucianism establish order for Chinese society? Theme/Topic: China/Confucianism Introduction (2-3 sentence summary of lesson): This lesson will look at the influence of Confucianism on Chinese society. Students will analyze primary and secondary sources to answer the supporting question. Subject(s)/Grade level(s): Social Studies/ 6th grade Duration of lesson: One class period _____________________________________________________________________________________ Connection to standards/common core (2-3 standards): Question 6.I.Q.2 Generate supporting questions related to the development of civilizations between 3500 Standard BCE-600 CE. Civics 6.C.CP.2 Explain connections between government and religion in River Valley Civilizations and Standard Classical Empires between 3500 BCE-600 CE. History 6.H.CH.2 Compare the origins and development of early world religions from River Valley Standard Civilizations to Classical Empires 3500 BCE-600 CE. Using Evidence 6.I.UE.1 Develop claims, citing relevant evidence, in response to compelling and supporting Standard questions. Communicating 6.I.CC.1 Construct explanations, using reasoning, correct sequence, examples and details with Conclusions relevant information and data, while acknowledging the strengths and weaknesses of the Standard explanations concerning the development of civilizations. Essential Questions (2-3 questions): Compelling Question: How can ideas influence a civilization’s society? 600 BCE-600 CE Supporting Question 4: How did Confucianism establish order for Chinese society? Learning Objectives (2-3 objectives): In Kentucky our learning objectives are the compelling and supporting questions. The Compelling question is the whole unit question and each unit contains 10 supporting questions which help to NCTA Lesson Plan answer the compelling question.
    [Show full text]
  • Chinese Political Thought Fall, 2007
    Political Science 15541 Chinese Political Thought Fall, 2007 Instructor: Peter Moody, 534 Flanner; MWF 9:00-10:00, TTh 2:00-3:00, and by appointment. REQUIREMENTS: 1. Attendance, completed readings, and participation in class discussion. 2. A set of writing assignments, brief essays on topics within the following categories: A “philological” analysis: By library research, find out and discuss the way in which any particular Chinese classic text of your choice came into being: when was it written? How much of it can be attributed to its supposed author? So forth. A comparative analysis of the ideas of one thinker (or set of thinkers) we study in class, putting the ideas into more general philosophical or political context. A close analysis of the ideas of one of the thinkers included in Chan's book, but not explicitly discussed in class, putting those ideas into the general context of the school of which they are a part and of Chinese thought generally. One analytic review of a book (a secondary work) on Chinese philosophy, thought, religion, or culture. There are some suggestions at the relevant dates below. One final writing assignment, requiring some outside research, in which the ideas of one of the thinkers or approaches we have discussed will be applied to a contemporary political, cultural, or moral issue of your choice. The required readings are found in a course packet, a general reader, A Source Book in Chinese Philosophy, by Wing-tsit Chan, and a traditional Chinese novel, Monkey. The books should be available in the bookstore, the course packet at LaFortune.
    [Show full text]
  • Chapter 2 Human Nature and Learning in Ancient China
    Chapter 2 Human Nature and Learning in Ancient China Hung-Chung Yen Abstract Many Chinese schools of philosophy have addressed the issue of human nature. Several important traditional perspectives on human nature include the the- ory of acquired habits from the Confucianists and Mohists, the theory of the original goodness from Mencius, the theory of evil human nature from Xunzi and the Legalists, and the simple and true theory of Taoism. These schools of philosophy addressed human nature in relation to the elements of traditional values in Chinese culture, the view of feelings and emotions in learning, the functions of the teacher, and the roles of the government. In addition to analyzing human nature, the implica- tions of these traditional values on current educational practice in Taiwan are presented. Amidst these complicated and sometimes contradictory traditions, the changeable human nature is affi rmed, the autonomy of teachers and learners is rec- ognized, and deliberation on the learning process is recommended. Human nature has played a central role in traditional Chinese philosophy in the past and will con- tinue to be relevant in the future. Keywords Chinese educational philosophy • Confucianism • Taoism • Goodness and evil of human nature • Theory of acquired habits 2.1 Introduction Education is a cultural phenomenon. People’s existing thinking patterns and social values are always fi rmly intertwined with their basic attitudes, values, and thinking patterns. When analyzing educational issues from a cultural perspective, therefore, it is necessary to recognize the complexity of cultural content in order to grasp subtle applications in current practice. One of the cultural components in traditional Chinese culture is people’s basic attitudes toward human nature.
    [Show full text]
  • Anonymous Classics: a List of Uniform Titles for Chinese Works
    INTERNATIONAL FEDERATION OF LIBRARY ASSOCIATIONS AND INSTITUTIONS Cataloguing Section Anonymous classics a list of uniform titles for Chinese works 2011 INTRODUCTION As a reply to the International Conference on Cataloguing Principles, held at UNESCO, Paris, 1961, a first list of uniform titles for Anonymous classics was published by IFLA in 1964 1 with the assistance of UNESCO. This list, which represented a first attempt at the standardization of headings for titles at an international level, was regarded as temporary by its compiler Roger Pierrot. The project was to draw a list of the works from countries which had attended the International Conference: on the basis of the answers provided by 15 European and Asian countries, works of literature in 34 languages were listed in this publication. No later edition was issued for this working tool. In 1978, it was partly replaced by an edition limited to European literatures, revised and augmented by the addition of 8 literatures missing in the 1964 edition. It was planned by the International Office for UBC and coordinated by Rosemary C. Hewett 2. In the early 90s, these two documents were out of print and a mere reprint was not conceivable because of their incompleteness. During the 60th IFLA Conference in Havana in 1994, the Section on Cataloguing included in its action plan a new edition of Anonymous Classics, divided in several phases. The first phase was a revision of existing lists of European literatures, complemented by the addition of literatures missing in the 1978 edition. Published on the IFLA website in 2004, the new edition of Anonymous classics : a list of uniform headings for European literatures includes literatures in 28 languages of the European continent and is completed by definitions of the works and a bibliography for each literature.
    [Show full text]
  • Is the Three Character Classic
    Adv Educ Res Eval, 2021, 2(1): 127-137 DOI: 10.25082/AERE.2021.01.004 RESEARCH ARTICLE Is the Three Character Classic (《三字经》) still suitable for contemporary literacy and enlightenment education for children? Insights from the perspective of cognitive psychology and child development psychology ∗ Yi Sun1 Guoqing Zhao1 Xi Yang1 1 Faculty of Education, Beijing Normal University, Beijing 100875, China Abstract: The Three Character Classic (《三字经》), also translated as San Zi Jing or The Triword Primer, is the traditional Chinese Primer with the most significant influence and the Correspondence to: Xi Yang, Faculty of Education, Beijing Normal University, Beijing 100875, China; broadest appeal. In the 21st century Chinese traditional cultural revival, traditional texts such as E-mail: [email protected] the Three Character Classic are reused as child education primer. Is the Three Character Classic Received: March 2, 2021; still suitable for contemporary children’s literacy and enlightenment? From the perspective Accepted: March 24, 2021; Published: March 25, 2021 of cognitive psychology and child development psychology, this paper used the method of Citation: Sun Y, Zhao G and Yang X. Is the Three critical literature review and content analysis to investigate the relationship between the Three Character Classic (《三字经》) still suitable for con- Character Classic and children’s language development, attention, memory, cognition, and temporary literacy and enlightenment education for children? Insights from the perspective of cognitive moral development. It found that the content, structure, teaching approach of it conform to psychology and child development psychology. Adv children’s physical and cognitive development during early childhood. The Three Character Educ Res Eval, 2021, 2(1): 127-137.
    [Show full text]
  • A History of Reading in Late Imperial China, 1000-1800
    A HISTORY OF READING IN LATE IMPERIAL CHINA, 1000-1800 DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Li Yu, M.A. * * * * * The Ohio State University 2003 Dissertation Committee: Approved by Professor Galal Walker, advisor Professor Mark Bender Professor Cynthia J. Brokaw ______________________________ Professor Patricia A. Sieber Advisor East Asian Languages and Literatures ABSTRACT This dissertation is a historical ethnographic study on the act of reading in late imperial China. Focusing on the practice and representation of reading, I present a mosaic of how reading was conceptualized, perceived, conducted, and transmitted from the tenth to the eighteenth centuries. My central argument is that reading, or dushu, was an indispensable component in the tapestry of cultural life and occupied a unique position in the landscape of social history in late imperial China. Reading is not merely a psychological act of individuals, but also a set of complicated social practices determined and conditioned by social conventions. The dissertation consists of six chapters. Chapter 1 discusses motivation, scope, methodology, and sources of the study. I introduce a dozen different Chinese terms related to the act of reading. Chapter 2 examines theories and practices of how children were taught to read. Focusing on four main pedagogical procedures, namely memorization, vocalization, punctuation, and explication, I argue that the loud chanting of texts and the constant anxiety of reciting were two of the most prominent themes that ran through both the descriptive and prescriptive discourses on the history of reading in late imperial ii China.
    [Show full text]
  • The Meanings of Heaven and Human Nature Ideology in Pre-Qin Confucianism for Moral Education in Malaysia
    LIEW Foot Yuen, YAM Kah Kean The meanings of Heaven and human nature ideology The meanings of Heaven and human nature ideology in Pre-Qin Confucianism for Moral Education in Malaysia LIEW Foot Yuen, YAM Kah Kean Department of Chinese Studies, Faculty of Arts and Social Sciences, University of Malaya Abstract In Malaysia, Moral Education is a subject that is compulsory for all non-Muslim students studying in government and private schools. While non-Muslim students study Moral Education, Muslim students are taught Islamic studies. The Malaysian Chinese students must accept the concepts and values of moral education in the national education system. However, they are also influenced by the moral ethics of Confucianism in their cultural values. Will there be any conflict with these different schools teaching of thoughts? This study explores the meanings of the ideology of Heaven and human nature of Confucianism and whether it is suitable for the teaching of Moral Education in Malaysia. This study will focus on the teaching by the three great masters of Pre-Qin Confucianism who are Confucius, Mencius, and Xunzi. Pre-Qin Confucianism retains the simple meaning and value of education as a cornerstone of Confucianism. It has far-reaching impact, in line with the purpose of this study. This study will first analyse the relationship between man and Heaven for the meaning of “Belief in God”. Secondly, the attribute of nature and man in Confucianism will be discussed from the view of bioethics. Thirdly, this study will analyse the significance of the relationship between man and spirits of Pre-Qin Confucianism.
    [Show full text]
  • The Meaning of the Chinese Cultural Keyword Xin
    Vol. 4(5), pp. 75-89, July, 2013 Journal of Languages and Culture DOI: 10.5897/JLC12.054 ISSN 2141-6540 © 2013 Academic Journals http://www.academicjournals.org/JLC Full Length Research Paper The meaning of the Chinese cultural keyword xin Jing Li*, Christer Ericsson and Mikael Quennerstedt School of Health and Medical Sciences, Örebro University, Sweden. Accepted 3 April, 2013 In China, the word, xin 心心心 (often translated as ‘heart’) is frequently used and its concept is central to Chinese culture. However, its meaning is not exactly the same as ‘heart’ in English. Using qigong as the context, this article aims to explore the meaning of xin as a cultural keyword in order to gain an in- depth understanding of Chinese culture and knowledge within that cultural system. Qigong is a Chinese health maintenance system and healing tradition which integrates physical activity with training of the mind and self-cultivation. One of qigong’s basic components is xin adjustment . It is impossible to convey the full meaning of this concept without understanding the meaning of xin . In Chinese culture, xin is the root of physical and mental life. It is the seat of all emotions, and embodies the inherent goodness of human nature and wisdom. Xin helps to guide the individual’s way of life and attitude, and can lead one to deep contentment. Key words: xin xin, Chinese heart, cultural keyword, natural semantic metalanguage (NSM), qigong, heart adjustment. INTRODUCTION Xin 心 (pronounced hsin) is a word frequently used in are deeply rooted in Chinese culture and reflect important Chinese daily life.
    [Show full text]
  • Connecting the Learning of Classical Chinese with Moral Development from a Cultural-Historical Perspective in Hong Kong and Internationally
    Research Assessment Exercise 2020 Impact Case Study University: The Education University of Hong Kong Unit of Assessment (UoA): 30 Chinese language & literature Title of case study: Connecting the learning of classical Chinese with moral development from a cultural-historical perspective in Hong Kong and internationally (1) Summary of the impact This case concerns a body of research on the learning of classical Chinese and moral development from a cultural-historical perspective. The research has impacted upon Hong Kong schools by developing pedagogies and curricula on classical Chinese and providing innovative approaches to support literacy and moral development. The vehicles for achieving impact are collaborations with schools and higher education institutes, community building through cultural activities and competitions, media outlets reporting, and guides to teaching and learning. The range of the impact is both local and international, with a wider influence on the debates and practices in Hong Kong and beyond. (2) Underpinning research Due to the current decline of Chinese literary knowledge and moral awareness among Hong Kong students, research in the UoA has integrated cultural-historical elements into classical Chinese language curricula to support their literacy and moral development. The research initiatives consist of studies developing innovative pedagogies and pioneering curricula, with activities through experimental research, university-school partnership, international conferences, student competitions, and Knowledge-Transfer (KT) activities. The research which first underpinned this case study was undertaken by Dr. Cheung Lin Hong, who led the project entitled “Curriculum Design and the Teaching of Classical Chinese Texts in Secondary Schools in Hong Kong” (HK$xxxxxxxxx, 2016-18). Using a bottom-up approach, the research focused on improving Chinese literacy and understanding of Chinese culture in Hong Kong secondary schools.
    [Show full text]
  • Complete (Module for PDF)
    33 !Confucius: His Life, Times, and Legacy Trish King Girls Preparatory School Chattanooga, Tennessee ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! A portrait of Confucius by the Ming dynasty artist Qiu Ying (ca. 1494–1552). Source: Wikipedia ! at https://tinyurl.com/ybqxypee. Tis module was designed for a sixth-grade global cultures class, although it could be implemented in history or culture classes ranging from sixth to ninth grade. It is designed to teach Tennessee state social studies standards 6.34—"Identify the political and cultural problems prevalent in the time of Confucius and how the philosophy of Confucianism and Te Analects emphasized the concepts of kinship, order, and hierarchy to address these problems,” and 6.36 —"Explain how the implementation of the philosophy of Confucianism led to the political success and longevity of the Han dynasty.” Te module also aligns with Tennessee social studies !practices standards. Te content and pedagogical strategies for the module are applicable for teachers in middle schools throughout the nation whose curricula include Confucius and early Chinese history. Te !module may be applicable for high school teachers as well. Estimated module length: Approximately three to five forty-five-minute class periods. If students have not completed background reading, it could be assigned as homework on the evening before !Class No.1 or between Class Nos.1 and 2. ! ! 34 Overview Confucius (551–479 BCE), a scholar and teacher, lived in a chaotic and violent time in China. He wished to see peace and harmony restored and a return to order. Confucius’s objective of social and political harmony for China rested on three major foundations: self-cultivation, respect for rituals and traditions, and the importance of human relationships.
    [Show full text]