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Modular Curriculum: English/Social Studies, Chinese Civilization

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Modular Curriculum: English/Social Studies, Chinese Civilization DOCUMENT RESUME ED 058 199 TE 002 712 AUTHOR Demeritt, Robert W. TITLE Modular Curriculum: English/SocialStudies, Chinese Civilization. INSTITUTION Kansas Univ., Lawrence. Extramural IndependentStudy Center. PUB DATE 68 NOTE 29p. AVAILABLE FROMUniversity of Kansas, Extramural IndependentStudy Center, Coordinator of Secondary Education,Lawrence, Kansas 66044 ($2.00) EDRS PRICE MF-$0.65 HC Not Available fromEDRS. DESCRIPTORS *Chinese Culture; *English Curriculum;*Independent Study; Literature; *Non WesternCivilization; *University Extension; Values IDENTIFIERS *China ABSTRACT This university independentcourse of study of Chinese civilization usesa non-disciplinary anproach for thepurpose of catching a glimpse of what thepreponderant body of Chinese have thought and valued throughout theages. The literature is approached from a Chinese point of view. Thecourse consists of nine lessons: (1) Mencius, (2)Confucius,(3) Tao Te Ching and Chuang Tzu,(4) Hsun Tzu and Mo Tzu,(5) Han Fei Tzu and Lord Shang,(6) Buddha,(7) Ch'en Tu-Hsiu and Lu Hsun, (8) Pa Chin, Liu Shao-Ch'i, and Mao Tse-Tung, and (9) Dream of the Red Chamber. (CK) U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE Of f ICE Of (DUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY IS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING II.POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OffICE Of EDUCATION POSITION OR POLICY. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATEELIAL BY MICROFICHE ONLY HAS BEEN GRANTED By ( V IFileV EOLIEllt__Fof .of_Kawit TO ER IC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U. S. OFFICE OF EDUCATION: FURTHER REPRODUCTION OUTSIDE THE ER IC SYSTEM REQUIRES PERMISSION OF THE COPYR I GHT OWNER." nd d) en\tel / AT LAWRENCE THE UNIVERSITY OF K A NS AS MODULAR CURRICULUM: ENGLISH/SOCIAL STUDIES Chinese Civilization 1968, 1970 Course Prepared by Robert W. Demeritt Assistant Instructor Eastern Civilizations The University of Kansas This module represents approximately eight to ten weeks' work; however, it can be tailored to suit individual needs.Credit is to be determined by the institution recording the work. Students enrolled through E.I.S.C. will receive 14 unit credit. Copyright 1968 THE UNIVERSITY OF KANSAS Lawrence, Kansas Chinese Civilization CONTENTS PAGE PREFACE iii LESSON 1. MENCIUS 1 2. CONFUCIUS 7 3. TAO TE CHING AND CHUANG TZU 9 4. HSUN TZU AND MO TZU 11 5. HAN FEI TZU AND LORD SHANG 13 6. BUDDHA 15 7. CH'EN TU-HSIU AND LU HSUN 17 8. PA CHIN, LIU SHAO-CH'I, AND MAO TSE-TUNG 18 9. DREAM OF THE RED CHAMBER 20 3 Chinese Civilization PREFACE Textbooks: Robert W. Demeritt, ed. EASTERN CIVILIZATIONS READINGS, Vol. I: China. Dubuque, Iowa, Wm. C. Brown Book Company, 1969. Robert W. Demeritt, ed. EASTERN CIVILIZATIONS READINGS, Vol. III:The Family. Dubuque, Iowa, Wm. C. Brown Book Company, 1969. E.A. Burtt, ed. THE TEACHINGS OF THE COMPASSIONATE BUDDHA. New York, The New American Library (Mentor Books), 1955. Optional Textbook: Chi-chen Wang, trans. DREAM OF THE RED CHAMBER. New York, Doubleday Anchor Paperbacks, 1958. Books may be ordered C.O.D. from either of thesources below: The Kansas Union Bookstore Lawrence, Kansas 66044 The University Bookstore 623 N. Manhattan Ave., Manhattan, Kansas66502 The course of study you are about to embarkupon parallels (both in scope and in method) the Eastern Civilizationscourse offered at the University of Kansas. Unlike many an "Eastern Civ" or "Introduction to Asia"course, the Eastern Civilizations course at the University of Kansas does notattempt to put the material we read and think about into neat historical, philosophical, or sociological frameworks, though such frameworks have their use. We like to think of our approach as a non-disciplinary plunge into thesea of a civiliza- tion. Such an approach accomplishes (we think) two primary goals. First, our iii study should havT some validity in its own right; that is,we should be able to catch a glimpse of what the praponderant body of Chinese have thoughtand valued throughout the ages and hence be better able to understandChina, both Communist and non-Communist, as we meet her in the media ofour everyday lives. Second, it is hoped that the insights gained here willform a foundation upon which to build further understanding of China inany other course on Asia you might want to pursue. Since we are interested in seeing these writingsas a Chinese might have seen them, the material has been especially adapted for thatpurpose. Hence, in the first assignment, MENCIUS,you will encounter a number of italicized Chinese words. These italicized words are English transliterationsof some fundamental Chinese concepts, and it is around theseconcepts that discussion usually centers. The reason we have not used English translations forthese terms is that there is little agreement among scholars, both occidentaland oriental, about the precise meaning of theseterms. Secondly, if we were to translate the term len (pronounced 'ren') by,say, "law and order," discussion would center around "law and order" (a 1968election-year-in-America concept) rather than "jen" (a Chinese concept). It is also difficult to say whether or not there is a precise one-to-one relationship between theChinese concepts and their usual English transiations--probably there isnot. Indeed, in many cases you may find that there are apparently contradictory meanings forone term or another, or that there is no one English word which fullyexpresses the intent of the Chinese term. This should be considered quite natural, for, as you will soon see, Chinese thinkers themselves have often arguedover their meaning. It is our purpose here simply to geta feeling for these terms. Students in the Eastern Civilizationscourse at Kansas are urged to use the terms tao, jen, li, EL, etc. in discussion. You are urged to think in these terms and to use them in the written assignments. Although in the text, EASTERN CIVILIZATIONS READINGS,there are bibliog- raphies which list secondary readings,you are urged not to look at these until after you have completed each section of the readings. No secondary reading is required for this course, thoughyou may wish to consult secondary sources at the completion of this course tosee what others have thought about the works you will have read. It is our hope that you will attempt to gain in- sights from the writings themselves rather thanfrom the commentary of an n expert." In fact, your opinion on the readings isevery bit as valid as the so-called expert's, for theprocess you will be undergoing in this course is exactly identical to that of the scholar. He reads and thinks about MENCIUS and then writes down in a book what he has thought--ifyou do the same you need neither fear nor dependupon the expert. We begin our study of Chinese thought with Menciusfor two reasons. First, Mencius is much less difficult to understand,by virtue of his examples, anecdotes and stories, than is his predecessor, Confucius. Second, Chinese have traditionally begun their education withMencius. Schoolchildren were made to memorize long passages from Menciuseven before they were able to understand what the passages meant. Gradually they were taught the meanings 5 iv of the characters and began to understand the content of Mencius' works. By th.2 time the student was able to tackle the writings of Confucius, any question of interpretation would be resolved by referring to Mencius. We should attempt to do the same. In Assignment One you will read the complete writings of Mencius. There will be eight other assignments, each of which should take about one week's time. Hence, the whole module should properly take nine weeks to complete. Since the goal of this course is that we simply gain some insights into Chinese civilization, one need not feel dejected that he does not comprehend all of Mencius or any of the other thinkers we read. Certainly Chinese find them- selves reading and re-reading Mencius et al., throughout the course Of their lives, gaining new insights each time. In this first section we will point out certain portions that should be pondered over. This ought to provide a model for later readings. Questions in the written assignments have been formulated so as to elicit your thoughts and reactions to the readings. One should keep in mind that there are no "right" or 'Nwrong" answers to these questions. We feel that this kind of questioning puts squarely on you the burden of study, thought, and learning, where (whether you like it or not) it will lie for the rest of your life. rdeally, one should spend more time thinking about the readings than reading them; and, similarly, one should spend more time thinking about the answers to the questions than writing them. Suggestions for Correspondence Study: 1. Work with regularity. It is up to you to determine the speed and thoroughness with which you complete assignments.However, the maximum time allowed for completing a course is twelve months, andyou are urged to accomplish a regular amount of work each week. In fact, each lesson is geared to be equal toa week's work on your own level. If you wait too lang between assignments,you may lose the continuity of your work.You should not, however, send in toomany assignments at once; in fact, you MAY NOT send in more than five assignments ina seven-day period unless you have special permissionfrom your instructor. During vacation periods, when instructorsare away from this work, your assignments may have to be forwarded. If you need to complete the course by a certain time, you should start work early enough thata slight delay during vacation periods willnot adversely affect your schedule. If you cannot complete acourse within the twelve-month period, a six months' extension will be grantedupon payment of a $5.00 fee prior to the expiration date.
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