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1 Form AS 140 The Hong Kong Polytechnic University Subject Description Form Please read the notes at the end of the table carefully before completing the form. Subject Code Subject Title FH2C04/FH2C04P Practical Dreamers in Chinese History 中國歷史上的實際夢想家 Credit Value 3 Level 2 Pre-requisite / Co-requisite/ Exclusion Objectives Intended Learning Outcomes (Note 1) Subject Synopsis/ Indicative Syllabus (Note 2) Nil This course introduces the student to some of the best minds in Chinese history who were men of action dedicated to the realization of their dreams, i.e. their visions and aspirations. They include emperors, statesmen, philosopherteachers, scholar-officials and revolutionaries. The course will show what they proposed and how they worked to realize their dreams, evaluate their success and failure, and from that help the student to understand major concerns and constraints in Chinese government, thought, religion, and value. Upon completion of the subject, students will be able to: a. know the life and thought of a number of greatest personalities in Chinese history, b. see how China was like in the times these figures lived, c. see what deeds and values that have drawn admiration of the Chinese through times, d. appreciate, even through translation, the beauty of Chinese language uttered by these minds or written about them, and e. fulfill the requirement of Chinese/English reading and writing 1. Introduction: Dreams as innovative acts and practical dreamers as men of action 2. The Duke of Zhou, the paradigmatic prime minister that Confucius dreamed of I work to civilize humanity by means rites and music 3. Confucius, the Teacher and Sage I want to be teacher of all men 4. The First Emperor I want a unified realm with undisputed central power 5. Sima Qian, the Grand Historian I want my work to be read forever 6. Wang Anshi, the Stubborn Statesman I want both big government and small government 7. Zhu Xi, the Synthesizer of Confucian Learning I want an explanation for all things 8. Emperor Ming Taizu I want to create welfare for the people 9. Wang Yangming, the Philosopher-Governor General I want everyone 1

2 Teaching/Learning Methodology (Note 3) to be a sage 10. Dr. Sun Yat-sen, Father of China s First Republic I want no empire but a republic of the people and for the people 11. Chairman Mao Zedong, the Great Helmsman I want to wipe out all feudal vestiges 12. The shaping of Chinese culture by these minds and dreams 13. The Chinese Dream now articulated Classes comprise classroom lectures and pictorial and video/audio presentation of teaching materials. Students will read sample writings of the figures studied, write short essays on these writings and discuss them in class. Students will also be induced to compare the figures they studied with comparable figures in their cultures and/or countries history. Classroom presentation of students views and debate over them forms an integral part of the learning-teaching process. A final paper of evaluative and comparative accent will consolidate students understanding of what makes those figures great and what constitutes greatness. Assessment Methods in Alignment with Intended Learning Outcomes Specific assessment methods/tasks % weighting Intended subject learning outcomes to be assessed (Please tick as appropriate) (Note 4) a b c d e 1. 1st short essay 20% 2. 2nd short essay 20% 3. One final paper 60% Total 100 % Explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes: 1. The short essays (around 5 pages each) can evaluate the student s grasp of the essence of the original texts he/she read and his/her ability to elucidate and elaborate. 2. The final paper, with a degree of research requirement, best assess the student s understanding of the figures he/she studied and his/her insights into history and human endeavor. Student Study Effort Expected Class contact: Lectures 26 Hrs. Classroom discussion 13 Hrs. Other student study effort: Pre-class reading 48 Hrs. Essaying writing 36 Hrs. Total student study effort 123 Hrs. 2

3 Reading List and References General Reading (alphabetically arranged by author) 1. Ebrey, Patricia Buckley, ed. Chinese civilization: a sourcebook. New York: Free Press, c1993 (2nd ed., rev. and expanded). 2. Huang, Siu-chi. Essentials of Neo-Confucianism: eight major philosophers of the Song and Ming periods. Westport, Conn. : Greenwood Press, Michael Nylan and Michael Loewe, eds. China's early empires: a reappraisal. Cambridge: Cambridge University Press, Mote, Frederick W. Imperial China, Cambridge, Mass. : Harvard University Press, c Victor H. Mair, Nancy S. Steinhardt and Paul R. Goldin, eds. Hawai'i reader in traditional Chinese culture. Honolulu: University of Hawai'i Press, Wills, John E. (John Elliot). Mountain of fame: portraits in chinese history. Princeton, N.J. : Princeton University Press, The Duke of Zhou 7. Creel, Herrlee G. The birth of China: a study of the formative period of Chinese civilization. New York: Reynal & Hitchcock c Hsiao, Kung-chuan. A history of Chinese political thought (translated by F.W. Mote). Princeton, N.J.: Princeton University Press, c1979. Confucius 9. Nylan, Michael and Thomas Wilson. Lives of Confucius: civilization's greatest sage through the ages. New York: Doubleday, (ER 293 pages) 9. Confucius. The Confucius (edited and translated with notes by Lin Yutang; illustrated by Jeanyee Wong). New York: Illustrated Modern library, c1943. (Or the version under the title The wisdom of Confucius published in London by Joseph, c1938). The First Emperor 10. Li Yu-ning, ed. The First Emperor of China. White Plains, N.Y.: International Arts and Sciences Press, Sima, Qian. The first emperor: selections from the Historical records(translated with an introduction and notes by Raymond Dawson; preface by K. E. Brashier). Oxford; New York: Oxford University Press,

4 12. Wood, Frances. The first emperor of China. London: Profile, Sima Qian 13. Durrant, Stephen W. The cloudy mirror : tension and conflict in the writing of Sima Qian. Albany: State University of New York Press, Hardy, Grant. Worlds of bronze and bamboo: Sima Qian's conquest of history. New York: Columbia University Press, Sima, Qian. Records of the historian: chapters from the Shih chi of Ssu-ma Ch'ien (Translated by Burton Watson). New York: Columbia University Press, Wang Anshi 16. Liu, James T. C. Reform in Sung China; Wang An-shih ( ) and his new policies. Cambridge: Harvard University Press, Zhu Xi 17. Chan, Wing-tsit ( ). Chu Hsi: life and thought. Hong Kong: Chinese University Press, Gardner, Daniel K. Chu Hsi and the Ta-hsueh : neo-confucian reflection on the Confucian canon. Cambridge,Mass. : Council on East Asian Studies,Harvard University, Ming Taizu 19. Andrew, Anita M. and John A. Rapp. Autocracy and China's rebel founding emperors: comparing Chairman Mao and Ming Taizu. Lanham: Rowan & Littlefield Publishers, c Edward L. Farmer. Zhu Yuanzhang and early Ming legislation: the reordering of Chinese society following the era of Mongol rule. Leiden ; New York: E.J. Brill, Schneewind, Sarah, ed. Long live the emperor! : uses of the Ming founder across six centuries of East Asian history. Minneapolis: Society for Ming Studies, Wang Yangming 22. Ching, Julia. To acquire wisdom: the way of Wang Yang-ming. New York: Columbia University Press, Tu, Weiming. Neo-Confucian thought in action: Wang Yang-ming's youth ( ). Berkeley: University of California Press, c

5 Sun Yat-sen 24. Bergère, Marie-Claire. Sun Yat-sen (translated from the French by Janet Lloyd). Stanford: Stanford University Press, c Wu, Jingxiong. Sun Yat-sen; the man and his ideas. Taipei: Publishedd for Sun for the Yat-sen Cultural Foundation by the Commercial Press, Mao Zedong 26. Barmé, Geremie R. Shades of Mao: the posthumous cult of the great leader. Armonk, NY: M.E. Sharpe, Hay, Jeff, ed. The Chinese Cultural Revolution. Detroit: Greenhaven Press, c Kraus, Richard Curt. The cultural revolution: a very short introduction. New York: Oxford University Press, c Spence, Jonathan. Mao Zedong. New York: Viking, 通論伊佩霞 ( 著 ), 趙世瑜趙世玲張宏豔 ( 譯 ), 劍橋插圖中國史濟南 : 山東畫報出版社, 2002 司馬遷, 史記北京 : 中華書局, 1959 周公蕭公權, 中國政治思想史臺北 : 聯經出版事業公司, 1982 錢穆, 周公台北 : 聯經出版事業公司, 1994 楊朝明, 周公濟南 : 山東文藝出版社, 2004 孔子梁啟超, 孔子中華書局, 1936 倪培民 ( 著 ) 李子華 ( 譯 ), 孔子 : 人能弘道上海 : 上海人民出版社, 2013 (CR 213 頁 ) 蕭進銘, 孔子 : 千古不磨的人格典型臺北市 : 幼獅文化事業公司, 1994 秦始皇楊寬, 秦始皇上海 : 上海人民出版社, 1956 古方, 秦风永驻 : 秦始皇始皇陵兵马俑成都市 : 四川敎育出版社, 1996 (186 頁 ) 王立群, 王立群讀 < 史記 > 之秦始皇桂林市 : 廣西師範大學出版社,

6 司馬遷李長之, 司馬遷之人格與風格 ; 道教徒的詩人李白及其痛苦北京 : 商務印書館, 2011 胡佩韋, 司馬遷和史記北京 : 中華書局, 1962; 上海 : 上海古籍出版社, 1979 (CR 91 頁 ) 王安石鄧廣銘, 北宋政治改革家王安石北京 : 人民出版社, 1997 梁啟超, 王安石傳天津 : 百花文藝出版社, 2006 朱熹周予同, 朱熹上海 : 商務印書館, 1929 陳榮捷, 朱熹臺北 : 東大圖書公司,1990 朱元璋 ( 明太祖 ) 吳晗, 朱元璋傳北京 : 人民出版社, 1985 朱鴻林 ( 編 ), 明太祖的治國理念及其實踐香港 : 中文大學出版社, 2010 王陽明錢明, 儒學正脈 : 王守仁傳杭州 : 浙江人民出版社, 2006 秦家懿, 王陽明北京市 : 三聯書店, 2011 孫中山邵傳烈, 孫中山上海 : 上海人民出版社, 1980 (192 頁 ) 保羅. 林百克, 孫中山北京 : 東方出版社, 2013 毛澤東蔣建農, 毛澤東石家莊市 : 河北人民出版社, 1997 唐能賦, 毛澤東的倫理思想重慶 : 西南師範大學出版社, 1993 竹內實 ( 著 ), 張會才程麻盧潔 ( 譯 ), 程麻 ( 編校 ), 毛澤東的詩詞人生和思想北京 : 中國人民大學出版社, 2012 Note 1: Intended Learning Outcomes Intended learning outcomes should state what students should be able to do or attain upon completion of the subject. Subject outcomes are expected to contribute to the attainment of the overall programme outcomes. 6

7 Note 2: Subject Synopsis/ Indicative Syllabus The syllabus should adequately address the intended learning outcomes. At the same time over-crowding of the syllabus should be avoided. Note 3: Teaching/Learning Methodology This section should include a brief description of the teaching and learning methods to be employed to facilitate learning, and a justification of how the methods are aligned with the intended learning outcomes of the subject. Note 4: Assessment Method This section should include the assessment method(s) to be used and its relative weighting, and indicate which of the subject intended learning outcomes that each method purports to assess. It should also provide a brief explanation of the appropriateness of the assessment methods in assessing the intended learning outcomes. 7

9. Wang Yangming, the Philosopher-Governor General I want everyone to be a sage 10. Dr. Sun Yat-sen, Father of China s First Republic I want no empire

9. Wang Yangming, the Philosopher-Governor General I want everyone to be a sage 10. Dr. Sun Yat-sen, Father of China s First Republic I want no empire Subject Code Subject Title FH2C04/ FH2C04P Practical Dreamers in Chinese History 中國歷史上的實際夢想家 Credit Value 3 Level 2 Pre-requisite / Co-requisite/ Exclusion Objectives Nil This course introduces the student