This course introduces students to major issues, texts, and traditions in Chinese culture and society. By positioning Chinese studies within a global context, the course examines key concepts, schools of thought, religions, and historical periods from the Axial Age (6th century BCE) to the end of imperial China. Topics include comparative readings of Confucianism and Plato, Indian and Chinese Buddhism during the Han dynasty, the Chinese and Arabic Golden Ages (around the 10th century), China’s first encounters with Christianity, and more.

Throughout the course, students will engage with primary texts (in English translation) that explore the ideas, events, and underlying tendencies shaping Chinese life across different historical periods. No prior knowledge of the Chinese language or Chinese history is required.

All readings will be available on Canvas.

• Identify major periods of Chinese history in comparison with other contemporaneous world cultures, and associate them with representative events, figures, and texts;
• Demonstrate familiarity with key concepts in Chinese politics, philosophy, and culture from ancient times to the present, and understand the connections and tensions among them;
• Demonstrate improved ability to read critically and closely analyze Chinese cultural texts, from ancient scripts to contemporary digital activism;
• Demonstrate improved ability to write clearly and analytically about these texts and the historical processes and ideas they embody.

Attendance (10%): Students are expected to attend all class sessions and actively participate in all hours of language instruction. For that reason, attendance will be taken on each class meeting. Arriving more than 10 minutes late or leaving early will be defined as being absent. You will receive extra credits if you attend every class during the semester. .

Participation (15%): You are expected to read all assigned materials carefully, come to class fully prepared, contribute to discussions, and ask questions. Your performance in class will demonstrate your critical engagement with and understanding of our readings.

Quizzes (15%): There will be regular pop quizzes based on the readings. If you miss a class for any reason, you will also miss the quiz. No make-up quizzes will be offered.

Presentation (15%): Each student will give one independent in-class presentation. Presenters will either introduce the biographies of historically important figures or the basic information of a historical event. The purpose of the presentations is to prepare classmates for discussion. A schedule sheet for the presentations will be signed in the first session. Each presentation should be limited within 5 minutes.

Culture Sessions:

There will be three cultural sessions this semester, held either during regular class time or at a different time to be announced. These sessions are part of the class, and students are required to attend all of them. Extra credit will be awarded for attendance.

In addition, two Chinese films will be shown at 2025 International Film Festival (Feb 12 and Feb 26, at 5:30 p.m.). Students are required to watch both films. Students will get extra credits by attending screenings

Midterm Exam (20%): Mid-term (10%) will cover material from the preceding half of the course. Students will demonstrate knowledge of the figures and issues discussed in the readings and lectures. Questions will include identifications and brief essays.

Final Project (25%): Students will work in groups of up to four to conduct research and present their findings in class. A list of research topics will be provided. Students wishing to pursue a topic not on the list must consult with the instructor no later than April 1.

Alternatively, students may choose to give an individual presentation at the Festival of Excellence on March 31. Students selecting this option must discuss their project with the instructor by March 1.

Possible Topics of the Final Project

• Buddhism in Japan and Korea
• Confucianism in the contemporary East Asia (China, Taiwan, Japan, Korea)
• Chinese religions and Cultures in Ne Zha
• Popular Values and Beliefs among the People
• The Confluence of the Three Religions in Popular Culture
• Revolutions at the End of Imperial China
• The Challenge of Confucianism I: the New Cultural Movement (1917)
• The Challenge of Confucianism II: the Cultural Revolution (1966-1976)

Course Grade Scale

A: 93-100; A-: 90-92.99; B+: 87-89; B: 83-86; B-: 80-82; C+: 77-79; C: 73-76; C-: 70-72; D+: 67-69; D 63-65 D- 60-62 F<60

Course Schedule (Readings subject to change)

Two Axial Ages (Ancient Greek and the Hundred Schools of Thought 6th c. B.C.)

Unit 1

Study Questions: How did Socrates and Confucius similarly and differently understand “a good person” and “a good society”? How did different schools of thought—Confucianism, Daoism, Mohism, and Legalism (Han Feizi)—understand the world and individuals’ lives in ancient China?

Daoist Religion and the Han Dynasty

Unit 2

Study Question: How would you characterize the Han dynasty? How did the early schools of thought influence governance and statecraft during the Han dynasty?

Buddhism and the Cosmopolitan Tang Dynasty

Unit 3

Study Questions: How did early medieval Chinese thinkers respond to the newly introduced Buddhist religion? How did early medieval elites synthesize elements of Buddhist thought with those of Confucianism and Daoism? How is Buddhism represented in contemporary Chinese popular culture?

The Confucian Revival and Neo-Confucianism

Unite 4

Study Questions: How did Confucianism differ between the Tang and Song dynasties? What were the strengths and weaknesses of Tang and Song governance, respectively? For a country, which is more important—economic and military power or culture—and why?

Two Cities: Chang’an: Islamic Culture in China

Unite 4

Study Questions: Who were foreigners, and how did they live in Tang China? Students are asked to identify one change that foreigners brought to the Tang dynasty, such as clothing, furniture, music, or other cultural influences.

Exploring the World (13~16th century)

Unite 5

Study Questions: How did Chinese cultural production change under a non-Han dynasty? How did Chinese elites adapt to—and resist—Mongol rule? What is your assessment of Marco Polo’s understanding of China?

The Early Christian contacts

Unite 6

Study Questions: How was Christianity received in the Ming Dynasty, and why? What were the Jesuits’ strategies and efforts to convert the Chinese?

The End of the Imperial Era: The Manchurian Qing

Unite 7

Study Question: How did Chinese writers respond to the Manchu overthrow of the Ming? Was the Manchurian Qing a successful ruler of China? Why or why not?

Final Projects Presentation

Unite 8

No make-up quizzes will be offered.

Make-Up Tests and Quizzes. All students are expected to take tests and quizzes as they are scheduled. No make-up quizzes will be provided. No make-up test is allowed unless there is a physician’s note to certify that the student cannot take the test at the scheduled time. The late test with excused absence has to be made up within one week from the absent date, or it will be corrected but not graded.

Students are expected to attend all class sessions and actively participate in all hours of language instruction. For that reason, attendance will be taken on each class meeting. Arriving more than 10 minutes late or leaving early will be defined as being absent. You will receive extra credits if you attend every class during the semester. .

Level: open to all undergraduate students

Language: English

This course fulfills an elective requirement for the Chinese minor at SUU.

Note on Religious Content

This class involves significant discussion of religious topics. While we fully respect everyone’s religious beliefs and freedom, the focus will be primarily on the historical, cultural, and philosophical aspects of various religions, rather than on promoting or challenging any particular faith. Students are encouraged to approach the material academically and respectfully.

Please keep all your graded written homework. Please keep all your graded homework, in case that you want to check your grades. In doing so, it can also help you to review what you have learned.