Chinese Folk Religion
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Constellation Creation
Constellation Creation Constellations are fun to identify in the night sky, have helped humans navigate and chart the seasons for thousands of years, are the stuff of great legends and myths, but what can these patterns really tell us about stars? Students create constellation models as a team to find out. Grades Next Generation Science Standards • 5-8 • ESS1.A: The Universe and its Stars. The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth. Time • 5-ESS1-1. Support an argument that differences in the apparent brightness of the sun • Prep 15 min compared to other stars is due to their relative distances from Earth. • 30 min activity plus pre-activity • MS-ESS1-3– Analyze and interpret data to determine scale properties of objects in the solar class time system. discussion Materials Utah Science 7 copies of Orion and Big Dipper sheet in color, cut in half Standards 12 blue stars, 1 Betelgeuse, 1 Mizar prints in color • 6.1.3 Use computational thinking to analyze data and Cardboard or poster board determine the scale and Glue properties of objects in the solar system. Scissors or razor blade Popsicle sticks Extra copies of the Orion and Big Dipper sheet for your Earth observers Do Ahead • You want to have 7 stars for each constellation that students can hold. Cut out 6 blue stars and one Betelgeuse for Orion, glue onto board, glue Orion constellation on back, attach popsicle stick for holding. • Cut out 6 blue stars and 1 Mizar for the Big Dipper, glue onto board, glue Big Dipper on back, attach popsicle stick for holding. -
Global Persecution
GLOBAL PERSECUTION THE PRICE OF FAITH FOR CHRISTIANS WORLDWIDE CONTENTS This Publication ................................................................. 1 Introduction...................................................................... 2 Cause for Concern .............................................................. 3 Evidence.......................................................................... 6 Conclusion..................................................................... 105 The Maranatha Community UK Office, 102 Irlam Road, Flixton, Manchester, M41 6JT England Tel: (0044) 161 748 4858 Fax: (0044) 161 747 7479 Email: [email protected] www.maranathacommunity.org.uk This Publication This factual Report is compiled out of profound concern for the vast numbers of innocent people worldwide who have suffered and who continue to suffer grievously for their beliefs and pay a very high price for their Christian faith. This Report is being placed before the following with an urgent appeal for support and action in the light of the desperate urgency of the situation. Mr. Ban Ki-moon, Secretary-General of the United Nations Organisation Mr. Baudelaire Ndong Ella, President, United Nations Human Rights Council Rt. Hon. David Cameron MP, Prime Minister Rt. Hon. William Hague MP, Foreign Secretary Rt. Hon. Nick Clegg MP, Deputy Prime Minister Rt. Hon. Ed Miliband MP, Leader of the Opposition Mr. Alex Salmond, First Minister of Scotland Mr. Carwyn Jones, First Minister of Wales Mr. Peter Robinson, First Minister of Northern Ireland Baroness Ashton of Upholland, Foreign Affairs Commissioner of the European Union The Leaders of the main political groups in the European Parliament His Holiness Pope Francis Rt. Rev. Justin Welby, Archbishop of Canterbury, Cardinal Vincent Nichols, Archbishop of Westminster Rev. Dr. Olav Fykse Tveit, General Secretary, World Council of Churches Ephraim Mirvis, The Chief Rabbi Dr. Muhammad Abdul Bari, Chairman of the Muslim Council for Great Britain Professor Fares Al-Mashagbah, President of Aal Al-bayt University. -
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International Conference on Arts, Design and Contemporary Education (ICADCE 2016) Ancient Emaki "Genesis" Exploration and Practice of Emaki Art Expression Tong Zhang Digital Media and Design Arts College Beijing University of Posts and Telecommunications Beijing, China 100876 Abstract—The ancient myths and legends with distinctive generation creators such as A Gen, sheep and others, and a Chinese characteristics, refers to myths and legends from dedicated serial picture book magazine "Paint Heart", Chinese Xia Dynasty until ancient times, it carries the origin of "STORY" appears, the delicate picture and vivid story make Chinese culture and it is the foundation of the Chinese nation, it Chinese picture book also developing rapidly and has formed a influence the formation and its characteristics of the national national reading faction craze for outstanding picture books. spirit to a large extent. The study explore and practice the art expression which combines ancient culture with full visual 1) Picture book traced back to ancient Chinese Emaki: impact Emaki form, learn traditional Chinese painting China has experienced a few stages include ancient Emaki, techniques and design elements, and strive to make a perfect illustrated book in Republican period and modern picture performance for the magnificent majestic ancient myth with a books. "Picture book", although the term originated in Japan, long Emaki. It provides a fresh visual experience to the readers and promotes the Chinese traditional culture, with a certain but early traceable picture books is in China. In Heian research value. Kamakura Period Japanese brought Buddhist scriptures (Variable graph), Emaki (Lotus Sutra) and other religious Keywords—ancient myths; Emaki form; Chinese element Scriptures as picture books back to Japan, until the end of Middle Ages Emaki had developed into Nara picture books. -
(12) Patent Application Publication (10) Pub. No.: US 2014/0278344 A1 XIAO (43) Pub
US 20140278344A1 (19) United States (12) Patent Application Publication (10) Pub. No.: US 2014/0278344 A1 XIAO (43) Pub. Date: Sep. 18, 2014 (54) ENGLISHTRAINING METHOD AND DEVICE (57) ABSTRACT (71) Applicant: Yunfei XIAO, Flushing, NY (US) The present disclosure provides an English training method, (72) Inventor: Yunfei XIAO, Flushing, NY (US) including the following steps: classifying and storing words (21) Appl. No.: 14/202,604 according to predetermined word classification rules; receiv ing a user command for extracting a corresponding word (22) Filed: Mar 10, 2014 according to a classification of the word, and extracting the corresponding word according to the user command and out (30) Foreign Application Priority Data putting the word in audio or video form; the word classifica tion rules including: combining two consonants with five Mar. 15, 2013 (CN) ......................... 2013 10084532.3 Vowels a, e, i, o, and u respectively to form words; or using a Publication Classification main word or a transformation of the main word as a main body, and combining the main body with 26 letters of the (51) Int. Cl. English alphabet in sequence to form words; or combining the G09B 9/06 (2006.01) five vowels a, e, i, o, and u with other letters of the English G06F 7/28 (2006.01) alphabet to form word roots, and combining each of the word (52) U.S. Cl. roots with the 26 letters of the English alphabet in sequence to CPC ................ G09B 19/06 (2013.01); G06F 17/28 form words; or matching a whole English sentence or a whole (2013.01) English paragraph with a Chinese song; or noting a pronun USPC ............................................................. -
Reflections on Place and Place-Making in the Cities of China
Blackwell Publishing LtdOxford, UKIJURInternational Journal of Urban and Regional Research0309-1317© 2007 The Author. Journal Compilation © 2007 Joint Editors and Blackwell Publishing Ltd200731225779Original ArticlesReflections on places and place-making in ChinaJohn Friedmann Volume 31.2 June 2007 257–79 International Journal of Urban and Regional Research DOI:10.1111/j.1468-2427.2007.00726.x Reflections on Place and Place-making in the Cities of China JOHN FRIEDMANN Abstract This article is about the small spaces of the city we call ‘places’. Places are shaped by being lived in; they are spaces of encounter where the little histories of the city are played out. They are, of course, also shaped by the state through planning, supervision, ordinances, and so forth. The patterns and rhythms of life in the small spaces of the city are therefore not simply a straightforward projection of civil life. Places are also sites of resistance, contestation, and actions that are often thought to be illegal by the (local) state. After introducing the concept of place, the remainder of this article is a reflection on places and place-making (but also place-breaking) in urban China. Because the patterns and rhythms of urban life have continuity, however, my approach to their study was historical. The story told here is roughly divided into four major periods: Imperial China, Republican China, the People’s Republic under Mao Zedong, and the reform period from about 1980 onward. I then return to the concepts of place and place-making with which I began, summarizing my findings and suggesting some topics for further research. -
Creating a Constellation
CLASSROOM ACTIVITY Creating a Constellation General Information Level: elementary 1st and 2nd cycles. Students per group: individual activity. How long: two 60-minute periods. Where: in class. When: before visiting the Planetarium. Type of activity: discovery led by the teacher. Key words: constellations — stars — legends — mythology. Skills honed: observing, classifying, inventing concepts, researching, developing motor skills, writing, communicating, fostering creativity. Starting Point What is a constellation? What picture does a group of stars evoke? Can I create my own constellation and think up a story about it? Preconceptions Students, particularly younger ones, might not know what a constellation is. They may also believe that the constellations are the same for all people on Earth and that everyone who looks at a specific group of stars sees the same thing in it. Basic Concepts From time immemorial, people have pondered the heavens. In the patterns formed by neighbour- ing stars, different cultures have seen animals, mythical creatures, legendary heroes, and objects of cultural importance. These groups of randomly linked stars are known as constellations. Creating a Constellation © 2000 Planétarium de Montréal — 2001.12.08 1 Goals Students create their own constellation from a group of stars and invent stories explaining their constellation. They then compare their creations with what other students have thought up and what other cultures have seen in the same group of stars. By the end of this activity, students should be able to: • Defi ne constellation (a pattern formed by a group of stars). • Create a constellation using a specifi c group of stars. • Make up a brief story about their constellation. -
Seeking God in Confucianism: Luo Rufang’S Thought on Shangdi
Shumo Wang/ Seeking God in Confucianism: Luo Rufang’s Thought on Shangdi Seeking God in Confucianism: Luo Rufang’s Thought on Shangdi by Shumo Wang Advisors: Professor Francis X. Clooney, Xingyi Wang A Senior Paper Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Divinity Harvard Divinity School Cambridge, Massachusetts May 2020 1 Shumo Wang/ Seeking God in Confucianism: Luo Rufang’s Thought on Shangdi Introduction Is there a God in the Confucian tradition? Julia Ching attempted to answer this in her article, “The Problem of God in Confucianism” (1977): Yes, there was, but not always. Ching argued that if we try to find a personal God in the ancient Confucian classics, such as the Book of Document and the Book of Songs, that is“both awe- inspiring and loving as in Christianity”, we may find much evidence to show that “Shangdi” (上帝, Supreme Emperor or Emperor on High) is such a personal deity that is both a “Creator” and “Lord of history” (Ching 1977, 5–6). Shangdi had been the name of the highest deity since Shang dynasty (1600–1046 BCE) and continuously worshiped through Chinese history. However, for neo-Confucians, such a personal deity, Shangdi, would be substituted for an abstract principle (理, li). For Zhu Xi (1130–1200), this would be the Supreme Ultimate (太極, taiji), and for Wang Yangming (1472–1529), the heart or good conscience (良知, liangzhi). Although Ching tried to make analogies between neo- Confucians and Christian theologians to demonstrate that the Absolute concepts in Zhu Xi and Wang Yangming are comparable with the God in the writings of Nicholas of Cusa and Eckhart, respectively, in Ching’s opinion, generally speaking, in the neo- Confucian tradition, Shangdi almost lost its position as a personal deity (Ching 1977, 19–24). -
Religion in China BKGA 85 Religion Inchina and Bernhard Scheid Edited by Max Deeg Major Concepts and Minority Positions MAX DEEG, BERNHARD SCHEID (EDS.)
Religions of foreign origin have shaped Chinese cultural history much stronger than generally assumed and continue to have impact on Chinese society in varying regional degrees. The essays collected in the present volume put a special emphasis on these “foreign” and less familiar aspects of Chinese religion. Apart from an introductory article on Daoism (the BKGA 85 BKGA Religion in China prototypical autochthonous religion of China), the volume reflects China’s encounter with religions of the so-called Western Regions, starting from the adoption of Indian Buddhism to early settlements of religious minorities from the Near East (Islam, Christianity, and Judaism) and the early modern debates between Confucians and Christian missionaries. Contemporary Major Concepts and religious minorities, their specific social problems, and their regional diversities are discussed in the cases of Abrahamitic traditions in China. The volume therefore contributes to our understanding of most recent and Minority Positions potentially violent religio-political phenomena such as, for instance, Islamist movements in the People’s Republic of China. Religion in China Religion ∙ Max DEEG is Professor of Buddhist Studies at the University of Cardiff. His research interests include in particular Buddhist narratives and their roles for the construction of identity in premodern Buddhist communities. Bernhard SCHEID is a senior research fellow at the Austrian Academy of Sciences. His research focuses on the history of Japanese religions and the interaction of Buddhism with local religions, in particular with Japanese Shintō. Max Deeg, Bernhard Scheid (eds.) Deeg, Max Bernhard ISBN 978-3-7001-7759-3 Edited by Max Deeg and Bernhard Scheid Printed and bound in the EU SBph 862 MAX DEEG, BERNHARD SCHEID (EDS.) RELIGION IN CHINA: MAJOR CONCEPTS AND MINORITY POSITIONS ÖSTERREICHISCHE AKADEMIE DER WISSENSCHAFTEN PHILOSOPHISCH-HISTORISCHE KLASSE SITZUNGSBERICHTE, 862. -
Yin-Yang, the Five Phases (Wu-Xing), and the Yijing 陰陽 / 五行 / 易經
Yin-yang, the Five Phases (wu-xing), and the Yijing 陰陽 / 五行 / 易經 In the Yijing, yang is represented by a solid line ( ) and yin by a broken line ( ); these are called the "Two Modes" (liang yi 兩義). The figure above depicts the yin-yang cycle mapped as a day. This can be divided into four stages, each corresponding to one of the "Four Images" (si xiang 四象) of the Yijing: 1. young yang (in this case midnight to 6 a.m.): unchanging yang 2. mature yang (6 a.m. to noon): changing yang 3. young yin (noon to 6 p.m.): unchanging yin 4. mature yin (6 p.m. to midnight): changing yin These four stages of changes in turn correspond to four of the Five Phases (wu xing), with the fifth one (earth) corresponding to the perfect balance of yin and yang: | yang | yin | | fire | water | Mature| |earth | | | wood | metal | Young | | | Combining the above two patterns yields the "generating cycle" (below left) of the Five Phases: Combining yin and yang in three-line diagrams yields the "Eight Trigrams" (ba gua 八卦) of the Yijing: Qian Dui Li Zhen Sun Kan Gen Kun (Heaven) (Lake) (Fire) (Thunder) (Wind) (Water) (Mountain) (Earth) 0 1 2 3 4 5 6 7 The Eight Trigrams can also be mapped against the yin-yang cycle, represented below as the famous Taiji (Supreme Polarity) Diagram (taijitu 太極圖): This also reflects a binary numbering system. If the solid (yang) line is assigned the value of 0 and the broken (yin) line is 1, the Eight Trigram can be arranged to represent the numbers 0 through 7. -
RD 071 937 SO 005 072 AUTHOR Payne, Judy Reeder TITLE Introduction to Eastern Philosophy, :Jocial Studies: 6414.23
DOCIDIENT RESUME RD 071 937 SO 005 072 AUTHOR Payne, Judy Reeder TITLE Introduction to Eastern Philosophy, :Jocial Studies: 6414.23. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 39p.; An Authorized course of instruction for the Quinmester Program EDRS PRICE MF -S0.65 HC -93.29 DESCRIPTORS Activity Units; Asian Studies; Behay.aral Objectives; Chinese Culture; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Non Western Civilization; *Philosophy; *Religion; Resource Units; Secondary Grades; *Social Studies Units; Values IDENTIFIERS Flcrida; *Quinmester Program ABSTRACT Major Eastern philosophies and/or religions col sisting of Hinduism, Buddhism, Confucianism, Taoism, and Shintoism are investigated by 10th through 12th grade students in this general social studies quinmester course. Since Eastern philosophical ideas are already influencing students, this course aims to guide students in a universal search for values and beliefs about the meaning of life. Through suggested activity learning, the five major religions are compared and contrasted for their differences, similarities, and .are examined for their influences upon Non Western and Western civilizations. Lastly, students trace contemporary ideas to Eastern philosophies. The course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. (SJM) AUTHORIZED COURSE OF INSTRUCTION FOR THE Uo Vlige1/45) 0 O Spcial Studies : INTRODUCTION TO EASTERNPHILOSOPHY 64111.23 6448.69 DIVISION OF INSTRUCTION1971 ED 071937 SOCIAL STUDIES INTRODUCTION TO EASTERN PHILOSOPHY zwoom5,13,0-mmmMZ17,MmMgg25.±:1"21'zmy., -omc 6448.696414.23 mmzocon>owao5zar4o--4m-5).35o5mt7zom74oviSollAmstwoz.3:14mm_pm..'mo mzsimmZ .momoo5,7,09c JUDY REEDERby PAYNE CmzQrfi7!!400z0m'10'.00m:;CS-,.740Olapm zMrsg;,T,m, for the 517,ZE5c00,m2.00'T23-DOM OM 2..I DadeDivision CountyMiami, 1971of PublicFloridaInstruction Schools DADE COUNTY SCHOOL BOARD Mr. -
Title Negotiating Religion in Modern China: State and Common
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HKU Scholars Hub Negotiating Religion in Modern China: State and Common Title People in Guangzhou, 1900-1937, by Shuk-wah Poon. Hong Kong: The Chinese University Press, 2011. X+208 pp. Author(s) Palmer, DA Citation The China Journal, 2013, v. 69, p. 232-234 Issued Date 2013 URL http://hdl.handle.net/10722/195629 Rights Creative Commons: Attribution 3.0 Hong Kong License Negotiating Religion in Modern China: State and Common People in Guangzhou, 1900-1937, by Shuk-wah Poon. Hong Kong: The Chinese University Press, 2011. X+208 pp. Book review by David A. Palmer PRE-PUBLICATION VERSION Published in The China Journal 69 (2012): 232-234. Recent scholarship on state-religion relations in China has highlighted the continuities between republican-era and PRC anti-superstition campaigns and state management of religion, as well as the creative adaptation of religious groups within an unfavourable regulatory environment. Negotiating religion is an excellent addition to this literature, using the case of Guangzhou fron the late 19th century to the 1930s. The first reform to affect the traditional religious ecology was the “convert temples to schools” movement, which began in 1898. It was the large Buddhist and Daoist monasteries that were the first targets of this campaign, rather than the more numerous territorial temples. An important reason was that territorial temples were owned and managed by entire local communities, represented by their local elites, rather than by small numbers of socially stigmatized monks and nuns. -
Introduction
Notes Introduction 1. Hobsbawm 1990, 66. 2. Diamond 1998, 322–33. 3. Fairbank 1992, 44–45. 4. Fei Xiaotong 1989, 1–2. 5. Diamond 1998, 323, original emphasis. 6. Crossley 1999; Di Cosmo 1998; Purdue 2005a; Lavely and Wong 1998, 717. 7. Richards 2003, 112–47; Lattimore 1937; Pan Chia-lin and Taeuber 1952. 8. My usage of the term “geo-body” follows Thongchai 1994. 9. B. Anderson 1991, 86. 10. Purdue 2001, 304. 11. Dreyer 2006, 279–80; Fei Xiaotong 1981, 23–25. 12. Jiang Ping 1994, 16. 13. Morris-Suzuki 1998, 4; Duara 2003; Handler 1988, 6–9. 14. Duara 1995; Duara 2003. 15. Turner 1962, 3. 16. Adelman and Aron 1999, 816. 17. M. Anderson 1996, 4, Anderson’s italics. 18. Fitzgerald 1996a: 136. 19. Ibid., 107. 20. Tsu Jing 2005. 21. R. Wong 2006, 95. 22. Chatterjee (1986) was the first to theorize colonial nationalism as a “derivative discourse” of Western Orientalism. 23. Gladney 1994, 92–95; Harrell 1995a; Schein 2000. 24. Fei Xiaotong 1989, 1. 25. Cohen 1991, 114–25; Schwarcz 1986; Tu Wei-ming 1994. 26. Harrison 2000, 240–43, 83–85; Harrison 2001. 27. Harrison 2000, 83–85; Cohen 1991, 126. 186 • Notes 28. Duara 2003, 9–40. 29. See, for example, Lattimore 1940 and 1962; Forbes 1986; Goldstein 1989; Benson 1990; Lipman 1998; Millward 1998; Purdue 2005a; Mitter 2000; Atwood 2002; Tighe 2005; Reardon-Anderson 2005; Giersch 2006; Crossley, Siu, and Sutton 2006; Gladney 1991, 1994, and 1996; Harrell 1995a and 2001; Brown 1996 and 2004; Cheung Siu-woo 1995 and 2003; Schein 2000; Kulp 2000; Bulag 2002 and 2006; Rossabi 2004.