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This module aims at giving a general account of Chinese culture. The first section is a brief introduction of important Chinese philosophical schools which are the foundation of both ancient and modern Chinese civilization. Second, discussions of other communal areas throughout Chinese history provide further insights and the underlying rationale in the understanding of modern Chinese society and Chinese people (also in comparison to the Western world). The module ends by illustrating a holistic picture of Chinese culture in the form of case study, with reference to popular traditional Chinese novels and current news.
Upon completion of this module, students should be able to:
a. To grasp the beliefs and values (which are still relevant to modern Chinese) of traditional China through influential philosophy schools and other perspectives, such as education system, politics and governmental policies, economic system, ethical profit and assets; sociology; upbringing; religious beliefs etc. in various periods.
b. Analyse the similarities and differences as well as strengths and weaknesses between Chinese and Western cultures in the modern world
c. Obtain a picture of Chinese civilization and Chinese people by case studies with reference to themes, stories, and characters in novels.
1. Overview
1.1 What is culture
1.2 Compare and contrast the differences between long-term influences of ancient (pre-Qin) Chinese and Greek philosophy schools
2. Confucianism: Confucius, Mencius, and Xunzi
2.1 Philosophy of Life – To become a full (consummate) human, to establish a harmonious world so that everyone can live in a better way
2.2 xue (學), ren (仁), yi (義), li (禮), zhi (知), xin (信), xing (行), junzi (君子), xiao (孝), zhong (忠) etc.
3. Daoism: Laozi and Zhuangzi
3.1 Personal philosophies relating individual directly to cosmos: peace of mind, spiritual development etc.
3.2 Long-lived (長生), zhi (止), zu (足), free from social values, joy etc.
4. Chinese history and dynasties
4.1 Special events and features of different dynasties and modern China
5. Education and Officials
5.1 Confucius: the first to provide education for the common people
5.2 Selection of government officials in different periods: by referral & open examination
5.3 Texts for the male
5.4 Texts for the female
6. Traditional Chinese society and community
6.1 Traditional structure of a family
6.2 “We” vs. “them”; “in-group” vs. “outsider” and strangers”
6.3 Renqing (人情) and guanxi (關係)
6.4 Face (being respected or looked down by others)
6.5 Yuan (緣) (Fate)
7. Traditional upbringing in traditional Chinese family
7.1 The Confucian model
7.2 Status and power of the eldest member in a family
7.3 A filial son or daughter
7.4 Duties and responsibilities of the eldest son of the official wife and other children
8. Religious Beliefs and Festivals
8.1 The educated: “Respect ghosts and spirits but keep a distance from them”; ‘“Sacrifice as if present’ is taken to mean “sacrifice to the gods as if the gods were present.”
8.2 The common people: gods in traditional mythology, Daoistic gods, Buddhism
8.3 Origins and implications of traditional festivals
9. Case study
9.1 Romance of the Three Kingdoms and Water Margin: zhong (忠) (loyalty) & yi (義) (brotherhood)
9.2 Journey to the West: Buddhism
9.3 Jin Ping Mui and Dream of The Red Chamber: traditional extended family vs. the modern focus family
9.4 Discussions and analysis of relevant current news and issues
1. Exam (50%)
2. Class Presentation (30%)
3. Exercises (20%)
