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Anonymous.
clay dubeI have attached a draft (in .doc format) of the Chinese philosophy teaching guide used in our seminar.
clay dubeThe questions to be debated on Sat., May 8 are:
Is education necessary? What is a well-educated person? What would such a person know and what could s/he do?
To whom or what does a person owe loyalty? What is the nature of this loyalty? Are there any limits to such an obligation?
What would the ideal society look like? How would it be organized? What role, if any, does government have in such a society? Can government help to create an ideal society? Be sure to consider issues such as social stratification, relations among people, and the qualifications/responsibilities of leaders.
In addition to fully understanding your own school's positions on these matters, you'll also need to know the views of your challengers so as to offer an adequate defense and to note the shortcomings of other schools.
clay dubeThe Schools -- feel free to use the discussion forum to begin to identify the most useful passages/challenges
Have I missed anyone?
clay dubeHere is another version of the reader in .pdf format. (100 schools.pdf) To download files, simply click on the icon beside the file name. [Edit by="Clay Dube on May 5, 4:02:02 PM"][/Edit]
AnonymousDoes anyone know if there such a book or paper that analyzes modern Chinese communism...with regards to identifying possible Mohist, Confucianist, Daoist, Legalist elements/connections? (6)
AnonymousBarbara Tuchman's, Stilwell and the American Experience in China, 1922-45, published by Macmillan, 1970,71, has within it some discussion about how the prevailing philosophies influenced China's reaction to the Japanese invasion and the inability of General Stilwell to get Generalissimo Chiang Kai-Shek to follow American "guidance" on military recommendations.
This is not directly what you are asking for, but this is a valuable book for anyone interested in understanding the political factions that led to Mao's success and the retreat of the Kuomintang to Taiwan.
531 pages of typically Tuchman, well footnoted, research in a very readable format. The one I have is quite old, but I expect these are still findable in the resale market if not in present day bookstores.
AnonymousThanks for reminding me of the Tuchman book. I read it in the 70's, but need to revisit.
One impression I do recall, seeing parallels in how American ignorance and ego created similar obstacles for themselves in Vietnam.
Anonymous
I felt that the debate accomplished more than the surface intent. Yes, it helped us focus more in depth on Chinese philosophical issues. I was impressed with the wealth of thought was expressed by our group which had such a limited time to study this complex topic. Perhaps more important, however, was the way we all came together. Various views and personalities revealed themselves and were appreciated.
Ron Walcott
AnonymousThanks for posting the unit. It really helped me put everything in context that we are learning.
One other thing would be helpful. Since I can not completely read all the books contected with the course before our last meeting in June, I would appreciate a hint of what is most important to be read before each class session (like the most important fifty pages to be read in a book before each class session). Just a thought. Thanks!
AnonymousThe debate was a good idea. In fact it is one of the activities in the 6th grade social studies book, 21st Century edition of a Message of Ancient Days.
However, I teach students who are reading far below grade level. I have each group of students three hours a day: two hours for reading intervention and one hour for social studeis. Most of my students have great memories for what they hear. Since in Social Studies the main idea is the content, I look for other ways of presenting the information, other than reading.
What do you think of the idea of having a court trial? ---Putting a Confucian on trial for plotting against the state (legalist?)
AnonymousGreat idea. I think any strategy that motivates students to become more involved with the topic is worth doing. Another idea might be to have groups of four students write and perform plays that demonstrate all four schools of thought.
I think our debate was informative, and it was instructional to notice how important it was for the moderator to keep the participants on task. Clay asked questions that caused a lively exchange, and we learned the information in a fun way.
Ed.
lshifflett wrote: > What do you think of the idea of having a court trial? ---Putting a Confucian on trial for plotting against the state (legalist?)
AnonymousReflection on the debate.
Confucius on filial piety cf. “Confucian Teachings”. In Chinese Civilization. Edited by Patricia Buckley Ebrey. Pp.21
The Duke of She said to Confucius, “In my land there is an upright man. His father stole a sheep, and the man turned him in to the authorities.” Confucius replied, “The upright men of my land are different. The father will shelter the son and the son will shelter the father. Righteousness lies precisely in this.”
Mencius on human nature: Ibid. pp.23
Let me give an example of what I mean when I say everyone has a heart that is sensitive to the sufferings of others. Anyone today who suddenly saw a baby about to fall into a well would feel alarmed and concerned. It would not be because he wanted to improve his relations with the child’s parents, nor because he wanted a good reputation among his friends and neighbors, nor because he disliked hearing the child cry. From this it follows that anyone who lacks feelings of commiseration, shame, and courtesy or a sense of right and wrong is not a human being.
From the feeling of commiseration benevolence grows; from the feeling of shame righteousness grows; from the feeling of courtesy ritual grows; from a sense of right and wrong wisdom grows.
-magda ferl
AnonymousI am fascinated by how the four philosophies may still be informing modern Chinese thought, culture, and actions today. Was the Communist crackdown on the intellectuals similar to the Legalist crackdown on the Confucians? How does history repeat itself? This could be a real study in Buddhist teachings of karma and cause/effect.
In Mandarin, my Chinese boyfriend is called "Second Son" within his nuclear family and "Second Uncle" by his nephews. The paternal grandparents are favored in the language over the maternal grandparents. This sounds very Confucian to me where everyone knows their proper role, responsibilities, and duties within a hierarchical family structure. Perhaps this system leads to greater harmony when everyone understands and plays their part (freedom in limitation). Or, from the western perspective, maybe it is stifling to the individual. Eastern notions of filial devotion (a literal pound of flesh) are somewhat foreign to westerners. Instead of children caring for parents, here in the west, parents take care of their children forever and they never grow up!
Comments?
Catherine
AnonymousThoughts on Daoism. Having studied daoist based tai chi and kung fu, I am a little confused by the philosophical Daoist ideas we discussed in class of no action, non-cultivation, and no teachers, since in my experience there seems to be a strong emphasis on cultivation that requires those who know. Maybe at that time Daoist were just reacting to overintellectualism and the empty rituals and hierarchies of the Confucians.
I would like to know how Daoist philosophy evolved over time to become a spiritual pursuit that included martial arts, medicine, the notion of internal cultivation, the quest for the elixir of immortality, and the "active" pursuit of enlightenment. Perhaps Buddhism mixed in at some point.
Clearly Daoism is more suited to monastic life than to the engagement in earthly affairs and social structure that the Confucians promoted.
Any insights?
Catherine
AnonymousRon, I agree with you about the unexpected benefits of the debate which revealed different sides and strengths of our classmates. Nice job everyone.
Catherine