Bringing Traditional Chinese Culture to Life

xysoom · 2021-04-05 04:51:29

This issue of Education About Asia addresses the question, “What should we know about Asia?” Based on my experiences teaching courses on China and East Asia, traditional Chinese culture is one of the most important topics in understanding both past and present Asia. China has one of the world’s oldest civilizations. This poses many challenges to teachers who desire to make this rich and complex tradition accessible to their students. On both a temporal and spatial level, traditional China may seem far removed to Western students of the modern world. To bridge these gaps in time and space, and to make it more relevant to my students, I often connect its significance to contemporary society by highlighting the current appeal of learning about traditional Chinese culture in modern China. To demonstrate this process, this article examines examples from three cultural fields: Chinese philosophy, focusing on Confucius and his thought; Chinese history, with an illustration from the Shiji; and Chinese literature, with a case study on plum blossom poems. Moreover, this article discusses how to develop course questions that are relevant to the students’ needs, as well as how to update teaching styles by incorporating multimedia sources, such as current news and films, in the classroom in order to appeal to students of the digital age. Furthermore, the examples and approaches outlined in this article are applicable to a wide variety of courses, including, but not limited to, Chinese literature, history, philosophy, or world history. It is hoped that this article may therefore encourage teachers across many disciplines to incorporate these techniques, as well as their own innovations, in their classrooms.To get more chinese culture news, you can visit shine news official website.

Confucius and His Thought

Confucian thought played an important role in shaping Chinese culture and identity. In order to make this complex philosophy more engaging, I utilize the “What Did Confucius Say?” articles from the Asia for Educators website, which is hosted by Columbia University.1 This reading material is concise and contains seven major sections grouped according to various topics, including primary sources and discussion questions. The first two sections cover the life and major ideas of Confucius, and provide the background and main features of the Analects of Confucius. For instance, the reading informs users that the Analects of Confucius is not a single work composed by Confucius (551–479 BCE) during his lifetime, but rather multiple writings compiled by Confucius’s disciples after his death. The Analects are also a useful starting point for students to encounter traditional Chinese culture due to the format of the text itself. Students frequently perceive that in many of these stories, Confucius engages in either a monologue or a conversation with his disciples or a ruler to articulate his ideas. Moreover, Confucius’s words are terse and concise, leaving room for various interpretations, thereby promoting a lively class discussion.
When designing class activities, I include some of the discussion questions from the reading material on the website into my own questions in order to unpack both the meaning of his sayings in their own cultural context, as well as their current appeal in contemporary society. These questions are well-designed for high school and undergraduate instructors. The first few questions come from the website and are always based on a primary source in order to ensure the students understand the text. I then follow up these general comprehension questions with my own questions in order to place Confucius’s sayings into a larger intellectual and social context by asking students to apply Confucian thought to modern and contemporary issues. To prepare for class discussion, I may ask students to read some passages together or invite individual students to take turns reading them aloud, followed by their interpretations of the text’s meaning and broader significance. For example, one primary source comes from “On Confucius as Teacher and Person,” which includes Confucius’s sayings on education. I assign students the following discussion questions: