GE CLUSTER XX

General Education Course Information Sheet Please submit this sheet for each proposed course

Department & Course Number General Education Cluster The Chinese Classics, Their Legacy in East Asia, and their Re- Course Title imagination in Modern Times Indicate if Seminar and/or Writing II course Writing II

1 Check the recommended GE foundation area(s) and subgroups(s) for this course

Foundations of the Arts and Humanities  Literary and Cultural Analysis X  Philosophic and Linguistic Analysis X  Visual and Performance Arts Analysis and Practice

Foundations of Society and Culture  Historical Analysis X  Social Analysis

Foundations of Scientific Inquiry  Physical Science With Laboratory or Demonstration Component must be 5 units (or more)  Life Science With Laboratory or Demonstration Component must be 5 units (or more)

2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. The course includes major works of literature and visual culture, and examines both the contexts of their production as well as their reception, making the course suitable for "Literary and Cultural Analysis." Students will read selections from the Analects and Zhuangzi, both key philosophical works, and will consider the way in which the Chinese language was used throughout East Asia. For "Historical Analysis" the course examines texts such as the Analects and the Tang law code that were fundamental in shaping familial and social structures in East Asia.

3. "List faculty member(s) who will serve as instructor (give academic rank): David Schaberg (Dean of Humanities, professor); Natasha Heller (associate professor); Andrea Goldman (associate professor) Do you intend to use graduate student instructors (TAs) in this course? Yes X No If yes, please indicate the number of TAs 3

4. Indicate when do you anticipate teaching this course over the next three years: 2015-16 Fall Winter Spring Enrollment Enrollment Enrollment 2016-17 Fall Winter Spring Enrollment Enrollment Enrollment 2017-18 Fall 75 Winter 75 Spring 75 Enrollment Enrollment Enrollment 5. GE Course Units Is this an existing course that has been modified for inclusion in the new GE? Yes No X If yes, provide a brief explanation of what has changed.

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Present Number of Units: Proposed Number of Units:

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6. Please present concise arguments for the GE principles applicable to this course.

 General Knowledge By introducing to major thinkers and cultural works, the course will contribute to general knowledge of China. The three instructors have different areas of research

specialization, and combined with guest lectures, students will be exposed to several disciplinary approaches to the study of Chinese society and culture.

 Integrative Learning For each of the primary works assigned, students will approach it from at least two methodologies, and use multiple perspectives to develop a nuanced understanding of Chinese culture.

 Ethical Implications Texts like the Analects and the Tang legal code have ethics at their core; other works suggest models for human flourishing. The course will also consider the ethical implications of using ancient texts in modern contexts (e.g. Xi Jinping's promotion of the Analects).

 Cultural Diversity For many students, learning about Chinese texts will be an exercise in cultural diversity. Further, students will consider how different East Asian societies approached canonical texts. Issues of gender and religious difference are woven throughout the course.

 Critical Thinking Students will be asked to analyze translated original texts from different genres, including paintings and performances. Students will also read and evaluate secondary scholarship using different methodological approaches.

 Rhetorical Effectiveness Building on close reading, students will be expected to produce sophisticated papers analyzing cultural artifacts. Brief presentations in discussion sections give students the opportunity to hone speaking skills.

 Problem-solving Through role-playing activities and consideration of how premodern texts might have relevance in the contemporary world, students will identify the information necessary to adapt texts and other cultural products to new situations.

 Library & Information A course website will guide student inquiries, and in the spring quarter they will Literacy be engaged in independent research projects.

(A) STUDENT CONTACT PER WEEK (if not applicable write N/A) 1. Lecture: 3 (hours) 2. Discussion Section: 2 (hours) 3. Labs: n/a (hours) 4. Experiential (service learning, internships, other): 1 (movie nights) (hours) 5. Field Trips: n/a (hours)

(A) TOTAL Student Contact Per Week 6 (HOURS)

(B) OUT-OF-CLASS HOURS PER WEEK (if not applicable write N/A) 1. General Review & Preparation: 1 (hours) 2. Reading 5 (hours) 3. Group Projects: n/a (hours) 4. Preparation for Quizzes & Exams: .5 (hours) 5. Information Literacy Exercises: .5 (hours) 6. Written Assignments: 1 (hours) 7. Research Activity: 1 (hours)

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(B) TOTAL Out-of-class time per week 9 (HOURS)

GRAND TOTAL (A) + (B) must equal at least 15 hours/week 15 (HOURS)

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General Education Cluster Course Proposal

THE CHINESE CLASSICS, THEIR LEGACY IN EAST ASIA, AND THEIR RE- IMAGINATION IN MODERN TIMES

Affiliated Faculty: John Duncan (ALC) Torquil Duthie (ALC) Andrea Goldman (History) Natasha Heller (ALC) Hui-shu Lee (Art History Jennifer Jung-Kim (ALC) David Schaberg (ALC /Humanities) Richard von Glahn (History) Lothar Von Falkenhausen (Art History / Cotsen Institute) Bin Wong (History)

First year teaching team: David Schaberg (ALC /Humanities) Andrea Goldman (History) Natasha Heller (ALC)

Learning in traditional China was defined through the mastery of a canon of classic texts (jing 經). The identification of a core set of texts was attributed to Confucius (551? – 479 BCE), who was reported to have ordered six essential works on history and ritual so that they provided a graduated curriculum. Over time, the canon expanded to thirteen texts, and collections of the classics were issued to schools; many students would have memorized these texts as well. They were also copied, printed, and carved in stone. Scholars wrote commentaries and subcommentaries to explicate and interpret their meaning. Further, the classics were taught in Vietnam, Japan, and Korea, and so they served to create cultural ties across East Asia. The classics are no longer used as the core curriculum, but many have maintained their importance until the modern day. President Xi Jinping promotes the Analects, and works like the Classic of Poetry (Shijing 詩經) continue to function as cultural touchstones.

Many more texts, although not included in this canon, came to be considered classics, works of enduring value, read by large numbers of people across the centuries. These included Buddhist and Daoist scriptures, legal codes, and novels, especially those of the Ming and Qing dynasty. Expanding beyond just written texts, there were also paintings and performances that came to be regarded as "classic"—they were returned to again and again, rewritten, re-imagined, and introduced to new audiences.

This cluster course will explore how the Chinese classics have been used and reimagined in different places and times, thereby demonstrating the enduring importance of these texts. The cluster course will also take a broad view of what a “classic” is, moving

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beyond the textual canon to incorporate popular literature, visual culture, and the performing arts. During the course, students will consider how texts and other cultural artifacts come to be considered "classics" by different audiences. We will emphasize in particular how these works were interpreted throughout East Asia. For example, the law code of the Tang dynasty (618-907) was influential for the legal traditions of Japan and Korea, and a Japanese monk wrote commentaries on poems of Hanshan 寒山. Another major theme will be the relationship with the past, and how a shared history is seen as informing the present—with the idea of "past" and "present" as changing constructs through history. Students will also explore how earlier works have been reinterpreted and reimagined in contexts and media far removed from their original creation— resulting, for example, in a very popular video game based on the 14th c. novel Romance of the Three Kingdoms (Sanguo yanyi 三國演義).

Rationale There are no active cluster courses with a primary focus on East Asia, and this course aims to fill this gap. Classic texts been a primary means to cultural unity in China and East Asia, and so they make an excellent lens through which to explore transformations of Asian culture. Further, careful, attentive reading is an important skill for entering college students, and a focus on key texts will provide opportunities for developing this skill while also introducing students to the rich literary, philosophical, and artistic traditions of Asia. The course is intended to be thoroughly interdisciplinary, and by teaching classic works in a variety of areas, the course will also draw on the many faculty members working in East Asian studies. We hope that this course will attract a wide range of students, from heritage and international students who are already acquainted with the Chinese classics, to students looking for an introductory course on the culture of a country growing in economic, political, and cultural importance.

Goals and Organization The course has three primary goals:

1) to teach students practices of close reading through careful analysis of key texts in Chinese history

2) to explore how these texts and works have connected different audiences across geography and time

3) to consider how classics texts remain vital through their reinterpretation in different media and for different audiences

Although there are a vast number of possible texts and other works that might be termed "classics," this course has chosen to analyze ten of them in depth over the first two quarters. Each quarter contains two-week modules on key texts and visual works, looking at them first within the context of their own historical period, and then considering their afterlives in other times and places. Given a rather small pool of

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faculty members, this modular approach will allow the course to be adapted to a changing teaching staff in future iterations.

The enrollment for this course will be set at 120. During the fall and winter quarters, the course will meet three times a week (two 75 minute lecture sessions and one two-hour discussion section led by a teaching assistant). Spring seminars will explore in greater depth topics raised in the first two quarters, or to engage with other classics, broadly defined. These seminars will meet once each week for 170 minutes.

Grading During the fall and winter quarters, student assessment will be as follows:

Two short paper (4-5 pages) 60% Final Examination 20% Discussion Section 20%

The short papers will engage in close readings of short passages, poems, or visual images. Students will be able to choose from a curated list of possible texts, and will write one paper covering materials in first half of the quarter, and one paper for the second half of the quarter. The papers will be revised through peer review and consultations with TAs.

During the spring quarter, student grades will be based on the following:

Classroom Participation 40% Research Paper (10-12 pages) 60%

Students will develop a research proposal, write at least two drafts of their paper, and present their work to their peers in a conference-like forum.

The Role of Teaching Assistants Teaching Assistants will lead discussion sections, edit student papers, and grade papers and exams. Faculty members will meet weekly with TAs to discuss topics to be covered in discussion sections and written assignments. These weekly meetings will ensure that the same standards and practices are applied across sections. TAs will be responsible for editing student writing and for facilitating peer review. Writing instruction will have a high priority in course staff meetings.

Online components: There will be a course website to support and extend student learning. The website will include an interactive map of Asia, connected textual and cultural productions to geographic places, and a timeline including all works studied alongside major political and social events. Each of the thematic modules will have additional materials—such as paintings, additional readings, and media clips—posted to the website, for those students who wish to explore the topic further.

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Media nights: We will schedule at least three media nights each quarter, to screen movies, miniseries, and televised broadcasts of cultural events. Selections might include Confucius (2010), Secret Love for the Peach Blossom Spring 暗戀桃花源 (1992), and the TV miniseries Dream of the Red Chamber 紅樓夢 (1987).

General Education Course Credit This course focuses on careful analysis of important literary and philosophical texts, but also situates these works in changing historical contexts. Upon completion of the entire year-long cluster, students will satisfy their seminar requirement and one GE course requirement in each of the following areas: Society and Culture—Historical Analysis; Arts and Humanities— Philosophical and Linguistic Analysis; and Arts and Humanities—Literary and Cultural Analysis. We also plan to submit the course to be approved for the undergraduate Diversity Requirement.

Schedule of Topics and Readings:

Fall Quarter:

Analects 1. Confucius (551? – 479 BCE) as teacher 2. Zhu Xi (1130-1200) and the Analects Section: The role of ritual (li 禮) 3. Later interpretations of the Analects 4. The Analects in East Asia Section: Close reading of selected sections of the Analects

Readings and sources:

Slingerland, Edward, trans. Analects: With Selections from Traditional Commentaries. Indianapolis: Hackett Publishing, 2003.

Sebastien Billioud and Joel Thoraval, The Sage and the People: The Confucian Revival in China. Oxford and New York: Oxford University Press, 2015.

Elman Benjamin A., John B Duncan, and Herman Ooms, Rethinking Confucianism: Past and Present in China, Japan, Korea, and Vietnam. Los Angeles: UCLA Asian Pacific Monograph Series, 2002.

Flueckiger, Peter. Imagining Harmony: Poetry, Empathy, and Community in Mid-Tokugawa Confucianism and Nativism. Palo Alto: Stanford University Press, 2010.

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Gardner, Daniel K. Zhu Xi’s Reading of the Analects: Canon, Commentary, and the Classical Tradition. New York, Columbia University Press, 2003.

Gu, Ming Dong. “Everyone’s Confucius, All Readers’ Analects.” Journal of Chinese Philosophy 37, no. 1 (March 2010): 34-47.

Huang, Chun-Chieh. “On the Relationship between Interpretations of the Confucian Classics and Political Power in East Asia: An Inquiry Focusing upon the Analects and Mencius.” Medieval History Journal 11, no. 1 (May 2008): 101- 21.

Jones, David Edward. Confucius Now: Contemporary Encounters with the Analects. Chicago: Open Court, 2008.

Li, Chenyang. “Li as Cultural Grammar: On the Relation between li and ren in Confucius’ Analects.” Philosophy East and West 57, no. 3 (July 2007): 311-29.

Olberding, Amy, ed. The Dao Companion to the Analects. Dordrecht: Springer, 2013.

Shijing 詩經 1. The Rise and Fall of Shang (ca. 1600–1046) 2. Ritual and Ancestors Section: Shiji 史記 “Annals of Yin” 殷本紀. 3. The Zhou (1046-256) Founding 4. The Mandate of Heaven Section: Xi Jiping (b. 1953) and reading the Classics

Readings and sources: Poems from the Shijing: “The Oath of Tang” 湯誓; “Pan Geng parts I, II, III” 盤 庚; “Count Wei” 微子; “Qing miao zhi shi” 清廟之什; “The Oath at Mu” 牧誓; “The Great Announcement” 大誥; “The Announcement to Kang” 康誥; “The Announcement on Alcohol” 酒誥; “Sheng Min” 生民; “Wen Wang” 文王; “Wen Wang you sheng” 文王有聲; “Da Ming” 大明; “Huang Yi” 皇矣

Chang K.C., Shang Civilization, selected passages.

Creel, Herlee. The Origins of Chinese Statecraft Vol 1. The Western Chou Empire Chicago: University of Chicago Press, 1970, 447-63.

Keightley, David. “The Making of the Ancestors: Late Shange Religion and its Legacy,” in Religion and Chinese Society. Hong Kong, 2004.

Kern, Martin. “Bronze Inscriptions, the Shijing, and the Shangshu: The

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Evolution of the Ancestral Sacrifice During the Western Zhou,” in Early Chinese Religion: Part 1 Shang through Han (1250 BC – 220 AD). Leiden: Brill, 2010, 164-82.

Shaughnessy, Edward. “Western Zhou History,” in The Cambridge History of Ancient China: From the Origins of Civilization to 221 B.C., eds Michael Loewe and Edward Shaughnessy. Cambridge: Cambridge UP, 1999.

Zhang Fenzhi. Xi Jinping: How to Read Confucius and Other Chinese Classical Thinkers New York: CN Times Books inc., 2015.

Zhuangzi 莊子 (4th c. BCE) 1. Zhuangzi and Relativistic Skepticism 2. Zhuangzi, wuwei 無為, and skillfullness Section: Death in Zhuangzi 3. Zhuangzi and later Daoism 4. Performing Zhuangzi and the skeleton Section: Comic-book Zhuangzi

Readings and sources: Burton Watson, trans. Zhuangzi: Basic Writings. Columbia: Columbia University Press, 2003.

Idema, Wilt L. The Resurrected Skeleton: From Zhuangzi to Lu Xun. New York: Columbia University Press, 2014.

Ames, Roger T and Nakajima, Takahiro eds. Zhuangzi and the Happy Fish. Honolulu: University of Hawaii Press, 2015.

Barrett, Nathaniel F. “Wuwei and Flow: Comparative Reflections on Spirituality, Transcendence, and Skill in the Zhuangzi.” Philosophy East and West 64, no. 4 (October, 2011): 679-706.

Berkson, Mark. “Death in the Zhuangzi.” East and West 54 no. 3 (July 2004): 322-342. In Mortality in Traditional Chinese Thought, edited by Amy Olberding and Philip J. Ivanhoe, chap 8. Albany: State University of New York Press, 2011.

Defoort, Carine. “Instruction Dialogues in the Zhuangzi: An ‘Anthropological‘ Reading.” Dao: A Journal of Comparative Philosophy 11, no. 4 (November 2012): 459-78.

Olberding, Amy. “Sorrow and the Sage: Grief in the Zhuangzi.” Dao: A Journal of Comparative Philosophy 6, no. 4 (December 2007): 339-359.

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Ts'ai Chih-chung, Zhuangzi Speaks: The Music of Nature, trans. Brian Buya. Princeton: Princeton University Press, 1992.

Van Norden, Bryan. “Competing Interpretations of the Inner Chapters of the Zhuangzi.” Philosophy East and West 46, no. 2 (April 1996): 247-68.

Lienü zhuan 列女傳 (1st c. BCE) 1. Lienü zhuan in context 2. Lienü zhuan as pedagogical tool Section: Close readings of representative biographies 3. Exemplary women and "chastity martyrdom" in the Ming and Qing periods 4. Visualizing exemplary women Section: Exemplary women in modern China

Readings and sources: Kinney Anne (trans.), Exemplary women of early China: the Lienü zhuan of Liu Xiang (New York: Columbia University Press, 2014).

Li Fengjin: How the New Marriage Law Helped Chinese Women Stand Up, trans. Susan L. Glosser (Portland, OR: Opal Mogus Books, 2005).

Mann, Susan and Yu-Yin Cheng, eds., Under Confucian Eyes: Writings on Gender in Chinese History. Berkeley: University of California Press, 2001.

Ebrey, Patricia Buckley. The Inner Quarters: marriage and the lives of Chinese women in the Sung period. Berkeley: University of California Press, 1993.

Ko, Dorothy. Teachers of the Inner Chambers: women and culture in seventeenth-century China. Stanford, Calif.: Stanford University Press, 1994. (Chapter 4, "Talent, Virtue and Beauty," on Ming-Qing female education.)

Gilmartin, Christina K., Gail Hershatter, Lisa Rofel, and Tyrene White, eds. Engendering China: women, culture, and the state. Cambridge, Mass.: Harvard University Press, 1994.

Judge, Joan. The Precious Raft of History: the past, the West, and the woman question in China. Stanford, Calif.: Stanford University Press, 2008.

Mann, Susan. Precious Records: Women in China's Long Eighteenth Century. Stanford, Calif.: Stanford University Press, 1997.

Mou, Sherry J. Gentlemen's Prescriptions for Women's Lives: a thousand years of biographies of Chinese women. Armonk, N.Y.: M.E. Sharpe, 2004.

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Theiss, Janet M. Disgraceful Matters: The Politics of Chastity in Eighteenth- Century China. Berkeley, Calif.: University of California Press, 2004.

Judge, Joan, and Hu Ying. Beyond Exemplar Tales: women's biography in Chinese history. Berkeley, Calif.: University of California Press, 2011.

"Admonitions to the Court Ladies" (4th c.) 1. Gu Kaizhi (c.344- c.406) and Admonitions of the Instructress to the Court Ladies 2. Zhang Hua 張華 (232-300)’s “Admonitions of the Instructress to the Court Ladies” 女 史箴 Section: Visual analysis of the handscroll and other representations of women 3. Gu Kaizhi in late imperial China 4. Modern reimaginings Section: The British Museum’s construction of a Chinese classic

Readings and sources: The official website of The British Museum > Research > Collection Online (search with the museum number: 1903,0408,0.1 for Admonitions scroll)

Fu Baoshi (1904-1965)’s Goddess of the River Xiang (1947)

Wang Weixin (b. 1938)’s Ancient Capital: Beijing (1981)

McCausland, Shane, ed., Gu Kaizhi and the Admonitions Scroll (London: British Museum Press, 2003).

Stuart, Jan, The Admonitions Scroll (London: British, 2014), 7-55.

Wong, Aida Yuen. “What is a Masterpiece? Historiographical Anxieties and Classifications of Painting in Modern China,” in Writing Modern Chinese Art: Historiographic Explorations, ed. Josh Yiu (Seattle, WA: Seattle Art Museum, 2009).

WINTER QUARTER

The Peach Blossom Spring (5th c.) 1. Tao Qian 陶潛 (365-427), “An Account of Peach Blossom Spring" 2. The reception of Tao Qian Section: Reclusion in medieval China 3. Peach Blossom Spring as Garden and Paradise 4. Re-imagination in Josen Dynasty Korea

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Section: Contemporary Adaptation of “The Peach Blossom Spring”

Readings and sources: Attributed to Qiu Ying (ca. 1949-1552), Peach Blossom Spring (Museum of Fine Arts, Boston) An Kyon (active 1442-ca. 1470), Dream Journey to the Peach Blossom Land (1447) Kacey Wong (b. 1970)’s Drift City (since 2000): http://www.kaceywong.com/drift.html [a performance photography] Stan Lai (b. 1954)’s Secret Love in Peach Blossom Land (since 1986) [a theater performance, later was adapted into a film]

Tao Qian, “An Account of Peach Blossom Spring,” in An Anthology of Chinese Literature: Beginnings to 1911 (New York: W.W. Norton, 1996), 309-310.

Swartz, Wendy. “Rewriting a Recluse: The Early Biographers' Construction of Tao Yuanming,” Chinese Literature: Essays, Articles, Reviews (CLEAR), vol. 26 (Dec., 2004): pp. 77-97. Swartz, Wendy. Reading Tao Yuanming: Shifting Paradigms of Historical Reception (427-1900) (Cambridge, Mass.; published by the Harvard University Asia Center: distributed by Harvard University Press, 2008), Barnhart, Richard. Peach Blossom Spring: Gardens and Flowers in Chinese Paintings (New York: Metropolitan Museum of Art, 1983). Verellen, Franciscus. “The Beyond Within: Grotto-Heavens (Dongtian) in Taoist Ritual and Cosmology,” Cahiers d’Extreme-Asie 8 (1995): 265-290. Nelson, Susan E. “On Through to the Beyond: The Peach Blossom Spring as Paradise,” Archives of Asian Art 39 (1986): 23-47. Nelson, Susan E. "Intimations of Immortality in Chinese Landscape Painting of the Fourteenth Century," Oriental Art 3 (1987) Ahn, Hwi-joon. “An Kyŏn & ‘Dream Visit to Peach Blossom Land,” source needed, 60-71. Jungmann, Burglind. “Literati ideals and social reorganization in the early Chosŏn period,” in Shifting Paradigms in East Asian Visual Culture: a Festschrift in Honour of Lothar Ledderose, eds. Burglind Jungmann et al. (Berlin: Dietrich Reimer Verlag GmbH, 2012), 313-329.

The Heart Sūtra (Xinjing 心經) 1. Sūtra and apocrypha 2. The philosophy of the Heart Sūtra Section: Readings of the Heart Sūtra 3. Copying the Heart Sūtra 4. Performing the Heart Sūtra Section: The Heart Sūtra in Journey to the West

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Readings and sources: Qiu Ying (1494-1552), "Zhao Mengfu Writing the Heart Sūtra for Tea," painting (1542-3) Weng Fanggang (1733-1818), "Heart Sutra in Regular Script," bodhi-tree leaves and paper (1801) Lo Ch'ing, "Willow made of Heart Sutra chanted by Wood Dharma," Ink painting (1997) Qiu Zhijie, "Heart Sutra," installation (1999) Yoon Kwang-cho, "Heart Sutra" stoneware (2002) Josh Hockensmith, "Heart Sutra, remix" artist's book (2006)

Performances of the Heart Sūtra by Faye Wong, the Four Heavenly Kings, Lou Harrison, Allen Ginsberg, Shi Yanming / Wu-Tang Clan.

Chen, Pi-yen "Sound and Emptiness: Music, Philosophy, and the Monastic Practice of Buddhist Doctrine," History of Religions 41, No. 1 (Aug., 2001), pp. 24-48

Chen Shu-Fen. “On Xuanzang’s Transliterated Version of the Sanskrit Prajnaparamitahrdaya Sutra (Heart Sutra).” Monumenta Serica 52 (2004): 113- 159.

Flores, Ralph. “Joyous Negations: the Heart Sutra.” In Buddhist Scriptures as Literature: Sacred Rhetoric and the Uses of Theory. Albany: State University of New York Press, 2008.

Ghelue, Nadja Van. The Heart Sutra in Calligraphy: A Visual Appreciation of the Perfection of Wisdom. Berkeley: Stone Bridge Press, 2009.

Nattier, Jan, "The Heart Sutra: A Chinese Apocryphal Text?" Journal of the International Association of Buddhist Studies 15 no. 2 (1992): 153-223.

Chapter 4, "The Heart Sūtra (Xinjing) in Pauline Yu, Peter Bol, Stephen Owen, and Willard Peterson, eds., Ways with Words: Writing about Reading Texts from Early China. Berkeley, University of California Press, 2000.

Hanshan 寒山 (fl. 9th c.) 1. Literary contexts for Hanshan 2. Hanshan as Buddhist exemplar Section: Close readings of selected poems 3. Hakuin's commentary on Hanshan 4. Visualizaing Hanshan Section: Hanshan and the Beats

Readings and sources:

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Borgen, Robert. "The Legend of Hanshan: A Neglected Source," Journal of the American Oriental Society 111, no. 3 (Jul. - Sep., 1991): 575-579.

Hendricks, Robert G. The Poetry of Han-shan: A Complete, Annotated Translation of Cold Mountain. Albany: SUNY Press, 1900.

Jackson, Carl. "The Counterculture Looks East: Beat Writers and Asian Religion," American Studies 29, no. 1 (spring 1988): 51-70

Rouzer, Paul. On Cold Mountain: A Buddhist Reading of the Hanshan Poems. Seattle: University of Washington Press, 2015. Snyder, Gary. Riprap and Cold Mountain Poems. Berkeley: Counterpoint, 2009.

Selected Chinese and Japanese images of Hanshan and Shide.

The Tang Code 唐律 (7th c.) 1. Law in Chinese history 2. The organization of the Tang Code Section: Family Relationships in the Tang Code 3. Law Cases in the Ming and Qing dynasties 4. Legal traditions of Korea, Japan, and Korea Section: Court cases

Readings and sources: Selections from Wallace Johnson, The T'ang Code, Volume 1, General Principles. Princeton: Princeton University Press, 1979.

Carlitz, Katherine and Robert E. Hegel, editors. Writing and Law in Late Imperial China: Crime, Conflict, and Judgment. Seattle: University of Washington Press, 2007.

Hegel, Robert. True Crimes in Eighteenth-Century China: Twenty Case Histories. Seattle: University of Washington Press, 2009.

Henderson, Dan Fenno. "Chinese Legal Studies in Early 18th Century Japan: Scholars and Sources," The Journal of Asian Studies 30, no. 1 (Nov., 1970): 21- 56

Huang, Philip C. C. Code, Custom, and Legal Practice in China: The Qing and the Republic Compared. Stanford: Stanford University Press, 2001.

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McKnight, Brian E. "T'ang Law and Later Law: The Roots of Continuity," Journal of the American Oriental Society 115 no. 3 (Jul-Sept 1995): 410-420

Tai, Ta Van. "The Status of Women in Traditional Vietnam: A Comparison of the Code of the Lê Dynasty (1428-1788) with the Chinese Codes, Journal of Asian History 15 no. 2 (1981): 97-145.

Jidong, Yang. "The Making, Writing, and Testing of Decisions in the Tang Government: A Study of the Role of the 'Pan' in the Literary Bureaucracy of Medieval China," Chinese Literature: Essays, Articles, Reviews (CLEAR) 29 (Dec., 2007): 129-167.

The Dream of the Red Chamber (Honglou meng 紅樓夢, 18th c.) 1. Historical and literary context for Honglou meng 2. Social hierarchy in Honglou meng Section: Dreaming and subjectivity in Honglou meng 3. Art and aesthetics in Honglou meng 4. Afterlife in late imperial and early modern China Section: Honglou meng in film and on television

Film night: Bu Wancang's "Honglou meng" (1944)

Readings and sources: Hawkes, David, E Gao, John Minford trans. Cao Xueqin. The Story of the Stone: A Chinese Novel in Five Volumes. New York: Penguin, 1973-1986.

Ferrara, Mark S. “Patterns of Fate in Dream of the Red Chamber.” Interdisciplinary Literary Studies: a Journal of Criticism and Theory 11, no. 1(Fall 2009): 12-31.

Lam, Ling Hon. “The Matriarch’s Private Ear: Performance, Reading, Censorship, and the Fabrication of Interiority in ‘The Story of the Stone’”. Harvard Journal of Asiatic Studies 65, no. 2 (December 2005): 357-415.

Levy, Dore. “Embedded Texts: How to Read Poetry in the Story of the Stone.” Tamkang Review, 36, no. 1-2 (Fall-Winter 2005): 195-227.

Li, Wai-yee. “Beginnings: Enchantment and Irony in Hung lou meng,” “Self- Reflexivity and the Lyrical Ideal in Hung lou meng,” and “Disenchantment and Order in Hung lou meng.” In Enchantment and Disenchantment: Love and Illusion in Chinese Literature, chaps. 4, 5, and 6. Princeton: Princeton University Press, 1993.

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Lu, Tina. "Hongloumeng and the Borders of Family," in Accidental Incest, Filial Cannibalism, and Other Peculiar Encounters in Late Imperial Chinese Literature. Cambridge: Harvard University Asia Center. 2009.

Silber, Cathy. “Privacy in Dream of the Red Chamber.” In Bonnie S McDougall and Andres Hansson eds., Chinese Concepts of Privacy, chap. 3. Leiden: Brill, 2002.

Yeh, Catherine Vance. “Playground Shanghai: Reenacting Dream of the Red Chamber.” In Shanghai Love: Courtesans, Intellectuals, and Entertainment Culture, 1850-1910, chap. 3. Seattle: University of Washington Press, 2006.

Spring Quarter: Six seminars, possible topics include:

1). Mencius 孟子 and Xunzi 荀子 (readings in original Chinese) 2) Journey to the West (Xiyou ji 西遊記, 16th c. ) 3) Gaming Romance of the Three Kingdoms 4) Confucianism and the Succession Crisis of the Wanli Emperor (extended role-playing game) 5) Antiquarianism and archaeology 6) Classic paintings, imitation, and exhibition 7) The medical canon and contemporary Traditional Chinese Medicine (TCM) 8) The Salt and Iron Debates (1st c BCE) 9) Music and dance of the Cultural Revolution 10) Sinitic poetry in East Asia 11) Dujing 讀經 movement in China and Taiwan 12) Classic Chinese films

Spring seminars will be offered by members of the core faculty, teaching fellows, and possibly especially recruited faculty, visiting scholars, or graduate students with appropriate research interests.

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Approve or Deny a New Course Proposal

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General Education Clusters 0 THE CHINESE CLASSICS, THEIR LEGACY IN EAST ASIA, AND THEIR RE­IMAGINATION IN MODERN TIMES Department R Enter 7­character Browse for name code GE CLST General Education Clusters or Requested R Enter 7­ Subject Area ­ Browse for code Course Number Course character code Number GE CLST General Education Clusters 0 or prefix number suffix Check if Multiple Listed Check if Concurrent Multiple Listed Course Concurrent Course Course R THE CHINESE CLASSICS, THEIR LEGACY IN EAST ASIA, AND THEIR RE­IMAGINATION IN MODERN TIMES Catalog Title

Short Title CHINESE CLASSICS (19 character limit)

Units R Fixed: 6

Variable: Minimum Maximum

Alternate: or Grading Basis R Letter grade or Passed/Not Passed Instructional R Primary Format Hours per week Format Lecture 3 Secondary Format Hours per week Discussion 2 Next TIE Code R LECS ­ Lecture (Plus Supplementary Activity) [T]

GE R Yes No Requirement If yes, submit a proposal to the GE Governance Committee.

Major or Yes No Minor If yes, submit program change memo to College or School Faculty Executive Committee. Requirement Requisites Include enforcement level (enforcement, warning, none). none

Course R Learning in traditional China was defined through the Description mastery of a canon of classic texts that students memorized as part of their education. These classics were also taught in Vietnam, Japan, and Korea, and so served to create cultural ties across East Asia. Many more 10 characters remaining

Justification R Justify the need and state the objectives for this new course. Identify effects on other courses in your department or on courses or curriculum in other departments. List departments and chairs consulted and summarize responses.

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There are no active cluster courses with a primary focus on East Asia, and this course aims to fill this gap. Classic texts been a primary means to cultural unity in China and East Asia, and so they make an excellent lens through which to explore transformations of Asian 37 characters remaining Syllabus R A syllabus and/or reading list is required for new courses. File ChineseClassicsClusterProposal.docx was previously uploaded. You may view the file by clicking on the file name. Choose File No file chosen Upload syllabus file. Read the upload instructions for help. Supplemental Information

Grading R Include midterm and final examination information. Structure During the fall and winter quarters, student assessment will be as follows:

Two short paper (4‐5 pages) 25060% characters remaining

Effective R Fall 2017 Date

Discontinue Select Term Select Year Date Instructor R Name Title Natasha Heller Associate Professor Delete

David Schaberg Professor Delete

Andrea Goldman Associate Professor Delete Next

Quarters Fall Winter Spring Summer Taught Contact Name E­mail NATASHA HELLER [email protected] Routing Help

ROUTING STATUS Role: FEC School Coordinator ­ Castillo, Myrna Dee Figuracion ([email protected]) ­ 45040 Status: Pending Action

Role: Initiator/Submitter ­ Heller, Natasha L ([email protected]) ­ 68235 Status: Submitted on 1/15/2016 7:39:58 AM Comments: Initiated a New Course Proposal

REVIEWER'S ACTION For help with any element, click on its label link.

Action Approved Re­routed Denied Required: If you are a staff member acting as designee for a chair or faculty coordinator, note the name and role of the person you are representing in the comment box. Comment If approved with changes, this section must be completed. If approved with no changes, this section is optional. If denied or withdrawn, this section must be completed. Maximum 1080 characters. 1080 characters remaining

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