1.
COURSE DATA
Philosophy 351, Fall 2013
Chinese Philosophy
in Cultural Context
TTH11-12:15; NE278B (22374)
Dr. S. A. Wawrytko
2.
COURSE
DESCRIPTION
3.
CONTACTS
4.
COURSE
REQUIREMENTS
This course offers an overview of philosophical traditions that have
shaped the intellectual life and culture of China, with special emphasis
on foundational texts surviving from pre-Han China.
A chronological exploration of Chinese thought, beginning with a
philosophical common ground laid out in the earliest text, the Yi Jing,
and extending through contemporary philosophers. Uncover the
secrets of Asia's Economic Miracles deep within Confucian doctrines
and Chinese culture. Learn about the Daoist grounding for Sun Zi's
"Methods of Warfare," carefully studied by the likes of Napoleon, Mao
Zedong, and the U.S. military. Discover the philosophical profundity of
Chinese poets, as metaphor merges into metaphysical flights. Take a
"Leisurely Stroll" through the deconstructed mindscape of the Daoist
Zhuang Zi, butterfly dreamer. Marvel at the audacity of China's Chan
Buddhist monks, as they stretch the limits of pedagogy to teach the
mind of no-mind. Meet Mo Zi, leader of revolutionary armies, whose
radical message of Universal Love was doomed to oblivion—was he a
far-sighted philosopher or a dangerous fanatic. You decide!
office AL428; 619-594-5455
TTH 12:30-1:30; TH 3:30-4; M 3:15-3:45 or by appointment
email wawrytko@mail.sdsu.edu
EMAIL ETIQUETTE: include your official NAME as it appears in class
records, the CLASS in which you are enrolled, the SEMESTER
enrolled; DO NOT expect a long response
FILE ATTACHMENTS REQUIRE PRIOR APPROVAL
—regular attendance, weekly "Philosophical Commentaries"
(10%); read and prepare assigned readings prior to class
—Professor Fang EWBS (50) (5%)
—Yi Jing EWBS (100) (10%)
—Three unit examinations—take-home essays (55%)
I Daoism (200), II Mohism and Confucianism (200), III Times of
Transition and Sinification of Buddhism (150)
—comprehensive in-class final examination (20%)
PHIL351, Fall 2013
5.
STUDENT
LEARNING
OUTCOMES
6.
ORGANIZATIONAL
RATIONALE
2
—application of Creative Hermeneutics to fathom ever deeper
levels of interpretation when analyzing Chinese primary texts
—standing under the unique assumptions of traditional Chinese
thought, especially the fact of change, both/and logic
—experience the rich diversity of Chinese philosophy
—trace the dynamic transformation of schools of philosophy
through centuries of Chinese civilization
—evaluate the contemporary relevance of Chinese philosophy
and its potential for globalization
PART I—We will begin with a period of acclimatization to Chinese
culture in terms of assumptions about Nature, Understanding,
Truth, Logic and the function of philosophy. Next we will listen to
an Insider’s Overview of Chinese Philosophy, with comparisons
to western approaches. With this preparation we will be able to
consider the Common Ground of all Chinese philosophy, the
ancient, enigmatic Yi Jing or Classic of Change, much more than
a book of divination.
PART II—The Major Schools of Chinese Philosophy, Daoism
and Confucianism, will be examined in turn. Each is represented
by key philosophers and texts from the Zhou Dynasty. Also
included are representatives of the then competing Mohist
School, virtually unknown in the west.
PART III—Times of Transition following the downfall of the Han
Dynasty highlight the important role played by philosophy in
Chinese society and politics. The next major transition involves
the introduction of Buddhism from India and its gradual
sinification. Particular emphasis will be given to the mergence of
the Chan school as a powerful influence on philosophers and
artists alike. This if followed by the rise of the Neo-Confucian
synthesis of Confucian, Daoist, and Buddhist elements.
Our discussions conclude with a look to the future, in an attempt
to assess the possible impact of Chinese philosophy on the world
stage. What are the prospects for the Globalization of Chinese
Philosophy? We will hear from a variety of sources on this point,
encompassing applications to feminism, ecological activism,
post-modern science, and humanistic Buddhism.
Unit exams focus on specific time periods and specific
philosophical schools and/or issues discussed in class, one from
each of the three parts of the textbook.
PHIL351, Fall 2013
7.
MATERIALS AND
RESOURCES
REQUIRED TEXT
S. A. Wawrytko, Chinese Philosophy in Cultural Context:
Selected Readings from Essential Sources
available on Blackboard under Course Documents (including
external links); eBook and hard copies can be purchased from
Aztec Shops. We will cover the entire text.
ONLINE RESOURCES
Other relevant materials will be posted on BLACKBOARD
periodically (Course Documents for class notes and other new
materials; Assignments for exams). Online forums also can be
set up as required.
IF INTERNET ACCESS IS A PROBLEM PLEASE SPEAK WITH
THE INSTRUCTOR EARLY IN THE SEMESTER!
8.
OVERVIEW OF
VENUES,
ENVIRONMENTS,
MEDIA
The objective is to supplement lectures with active discussion
sessions concerning scheduled readings.
Free writing exercises on assigned readings will be incorporated
on a weekly basis. Class attendance is assessed based on these
in class exercises. Questions for the take-home essay exams will
be distributed two weeks prior to the due date.
3
PHIL351, Fall 2013
9.
ASSESSMENT
AND GRADING
Evaluative Criteria for Essay Examinations
1# nearly non-existent// 5 # average// 10 # exceptional
C—you came to class and took adequate NOTES (you tell me what I
told you)
B—you came to class, took adequate notes AND demonstrate
comprehension of the class MATERIALS
A—you came to class, took adequate notes, demonstrate
comprehension of class materials, AND show evidence of ORIGINAL
THINKING
COMPREHENSIVENESS
did you answer the question?
the whole question?
and nothing but the question?
CLARITY
have you expressed yourself clearly?
how well have you communicated your points?
TEXTUAL SUPPORT
have you demonstrated that you have read
and understand class readings and other materials?
CREATIVE INSIGHT
have you gone beyond class discussions,
contributing your own original thought?
STRUCTURE/ORGANIZATION
have you planned out your discussion?
have you offered logical arguments for your views?
have you included evidence from the texts?
ACCURACY/ANALYSIS
have you given a faithful
presentation of class material?
(not factored into the evaluation)
PHYSICAL PRESENTATION
have you checked your spelling, grammar, syntax?
is your paper readable and orderly?
4
PHIL351, Fall 2013
5
GUIDELINES FOR ESSAY SUBMISSIONS,
EXTENSIONS, & RE-SUBMISSIONS
going paperless to respect the environment!!!
SUBMISSIONS
The ability to express oneself clearly and persuasively in writing is a very
valuable marketable skill, especially since so few people possess such an
ability. Constant practice and refinement is required to acquire such a skill.
PROCEDURE
1. Blackboard submission preferred, submit a SINGLE file with your
responses and a completed self-evaluation
2. The file name should include ONLY your surname first then the course
number and the number of the exam
3. Format—Microsoft XP or rich text ONLY
CONTENTS
1. Label responses to correspond to the question being answered.
2. Include page references for your text citations.
3. INCLUDE A COMPLETED EVALUATION FORM AT THE END OF THE
EXAM
EXTENSIONS
Each student is entitled to ONE emergency extension of the due date, not to
exceed one week from the original due date, again by prior arrangement with
the instructor. Try to avoid contacting the instructor the day the assignment is
due. A completed "Extension Certificate" should be turned in on the due date
(one per customer) in lieu of the actual exam.
RE-SUBMISSIONS
In the interest of pedagogical perfection, essays may be re-submitted for a
change of grade. This policy is not intended to produce rewrites, but is
intended to allow for responses to questions raised in your original
presentation.
1. Do NOT rewrite the original essay; no change of grade will be forthcoming
if you simply correct grammatical inconsistencies and misspellings;
2. DO include the original essay, as corrected by the instructor, with your new
submissions;
3. DO respond to points raised in the instructor's comments and supply any
additional information requested to substantiate your arguments;
4. DO make use of class texts as evidence for your arguments.
Prior to reworking your essay, it is recommended that you speak with
the instructor to clarify what needs to be done in your particular case.
There is no double jeopardy in force, meaning that your grade will not
be lowered (although it may remain unchanged).
Re-submissions of all essays will be accepted up until and including
the last day of classes (week 15).
NO RESUBMISSIONS WILL BE ACCEPTED AFTER THAT TIME.
KEEP A COPY OF ALL WORK, in the unlikely event that their paper is
mislaid.
PHIL351, Fall 2013
10.
ACCOMMODATIO
N FOR STUDENTS
WITH
DISABILITIES AND
RELIGIOUS
OBSERVANCES
11.
SUPPORT FOR
GENERAL
ACADEMIC
DEVELOPMENT
AND SKILLS
TRAINING
6
Any students with special needs due to a documented medical
condition should avail themselves of the resources of the Disabled
Students Services Office, Calpulli 3101 (619-594-6473). Students
who have such concerns that might prevent them from otherwise doing
well in this course should discuss this with the instructor so that proper
arrangements may be made to accommodate their conditions.
Students should notify the instructors of affected courses of planned
absences for religious observances. Instructors shall reasonably
accommodate students who notify them in advance of planned
absences for religious observances.
CHECK-LIST FOR ESSAY EXAMINATIONS
This class is structured on the self-power principle!!!
If you have difficulties completing the take-home assignments and/or
are disappointed in your grade, pose the following questions to
yourself and respond candidly. If you can honestly answer “yes” to all
of the above, we have something to talk about. If not, you need to work
on your study habits.
I. Have I read the assigned articles AT LEAST once PRIOR TO
class discussions?
2. Did I READ and FOLLOW the various Guidelines included in
the Appendix of the main text? Did you keep in mind the
Evaluative Criteria as you constructed your essay?
3. Did I MARK places in readings that were unclear or confusing?
4. Did I ASK for clarification of these points in OR outside of class?
5. Did I REREAD the articles PRIOR TO attempting to answer the
exam questions?
6. Did I understand WHAT the exam was asking of me and HOW
to accomplish these tasks? If not, did I ASK for clarification?
7. Did I OUTLINE my arguments prior to sitting down to write the
exam?
8. Did I REVIEW and EDIT my rough draft(s) before turning in the
assignment?
9. Did I start working on the exam in a TIMELY manner?
GUIDELINES FOR READING PHILOSOPHICAL TEXTS
I. WHAT is the subject under discussion, what problem or
question is the author addressing?
2. WHY is this a problem or open question?
WHY is the author concerned with the problem/question?
3. What solution is being proposed to the problem/question?
4. HOW has the author arrived at that solution? What arguments
and evidence have been advanced?
5. Can we ACCEPT this solution? Why or why not?
The critical approach is the distinguishing mark of philosophy!
PHIL351, Fall 2013
7
GUIDELINES FOR WRITING ESSAY EXAMINATIONS
ANSWER THE QUESTION,
THE WHOLE QUESTION,
AND NOTHING BUT THE QUESTION
I. SOURCES
course texts class notes
discussions/ both in and outside of class
CREATIVE THINKING!!!
Other sources, such an encyclopedias and websites, are NOT
recommended, as they tend to result in added confusion for
students. Concentrate on the class text—this is your most reliable
resource and what I will be looking for as I read your work.
II. FORMAT
outline your material beforehand
WHAT do you want to say?
HOW can it best be stated?
WHY do you hold these views?
ORGANIZE the material in argument form:
"given these facts, X must be true".
CREDIT your sources, using page references from the text;
don't misrepresent the ideas of others as your own.
There is a word for that, PLAGIARISM!!!
III. CONTENT
There are no absolutely right or wrong answers to the questions
asked, only sound (true premises combined with validly drawn
conclusions) or unsound arguments, that is, arguments that
make varying degrees of sense and those that are nonsense.
The aim of these kinds of questions is to give students the
opportunity to deal with the theoretical and practical issues of
philosophy, and in so doing demonstrate their ability to apply their
knowledge of the subject. In short, the aim is to invite you to
PHILOSOPHIZE!
12.
ACTIVITIES AND
ASSIGNMENTS
As befits a course in Philosophy, assignments are largely
oriented toward an essay format. However questions are often
phrased in such a way as to engage the writer’s imagination and
intuition along with intellectual acumen.
You will not find the answers to such questions in a book or
online—not even in Wikipedia!
You need to stand under the course material in order to
formulate your own answer.
PHIL351, Fall 2013
13.
STUDENT
PRIVACY AND
INTELLECTUAL
PROPERTY
14.
SOCIAL
“CONTRACT”
8
Every effort will be made to respect your privacy and intellectual
property in the course of the semester and beyond. Students will
be asked for their approval before any work done for the class is
made available to anyone other than the instructor. If students do
not retrieve their papers, they are kept for a period of one year
from the end of the semester and then disposed of in an
ecologically friendly manner.
THE LI OF THE CLASSROOM
A civilized means to the end of promoting efficacious
interchanges in a classroom environment, thereby maximizing
your increasingly large tuition investment as well as the likelihood
that you will (a) learn something from the class and (b) actually
pass the class with a decent grade
1. ALWAYS check to be certain your CELL PHONE is
disengaged and will not disturb the class (you will be asked to
submit an Accident Report for any cell phone intrusions
explaining why you should not have 50 points deducted from
your class score)
2. If you MUST ARRIVE LATE OR LEAVE EARLY please
enter or exit the room in the least obtrusive manner, using a
back entrance if possible and keeping disruptive noise to a
minimum
3. ALWAYS ask permission to TAPE CLASS LECTURES;
not to do so is a violation of the speaker’s intellectual property;
if permission is granted it is made on the assumption that the
recording will be for your personal use only
4. Avoid PERSONAL CONVERSATIONS during class time
5. Please RESIST THE TEMPTATION TO LEAVE
BEFORE CLASS IS OVER, which creates disruptions that do
not allow your fellow students to hear the instructor's closing
remarks
6. Use of COMPUTERS in the classroom is highly
discouraged. Respect the right of your fellow students to be
free from auditory and visual distractions emanating from your
screen. SURFING THE NET DURING CLASS DOES NOT
CONSTITUTE CLASS ATTENDANCE.
Additional points welcomed!
PHIL351, Fall 2013
9
LEARNING OUTCOMES/CLASS SCHEDULE
THE COMMON GROUND
SETTING THE STAGE
Aug 27
standing under the what, why,
& how of this course
Aug 29
What IS Chinese Philosophy?
Course Overview, Course Menu PP
Intro PP, Text Strategy
The Perils of Translation
Creative Hermeneutics
a fresh, cross-cultural look at what it Buddhist Hermeneutics
means to philosophize and the tools Introduction
required for that task
Cultural Comparisons
THE ESSENTIALS OF CHINESE THOUGHT
Sept 3, 5
Chapter 1 AN INSIDER’S OVERVIEW
trace the historical & metaphysical
contours of Chinese thought
grasp why doing Chinese philosophy
is like flying a kite
recognize key differences between
the 3 types of philosophical wisdom
Professor Fang, Chinese Philosophy: Its
Spirit and Its Development
Professor Fang’s Comparative Philosophy
Fang PP
THE METAPHYSICAL STARTING POINT OF CHANGELESS CHANGE
Sept 10,12
Chapter 2 THE YI JING/I CHING
track the evolution of Chinese
philosophy from an oracular tradition
legends, processes, seasons
to a systemized overview of reality
Sept 17
Fathoming the Yi Jing
be able to construct and interpret a hexagrams analyses and translations
hexagram
Emergence of the Major Schools (Zhou)
PHILOSOPHICAL DAOISM
LAO ZI
Sept 19
become conversant in Daoist terms,
especially wei-wu-wei interaction
Sept 24, 26
sample the cryptic contents of Lao Zi’s
masterwork, outside the box
Chapter 3 THE DAOIST SCHOOL
(PowerPoint: Daoist_ecology)
LAO ZI/LAO TZU , Dao De Jing
Topics in the Dao De Jing; Lao Zi's Dao
(PowerPoint: Xuan_ddj)
ZHUANG ZI
Oct 1
Chapter 3 (cont.)
evaluate the tastes and imageries of
the main Daoist philosophers
chapter 1, Zhuang Zi
h
PHIL351, Fall 2013
10
Oct 3
contemplate Zhuang Zi’s core
philosophic principle of the
transformation of things
Chapter 3 (cont.)
Reversion of Opposites
APPLIED DAOISM?
Oct 8
search out the fate of Daoism after its
philosophical peak in the Zhou
Dynasty—what was the basis of its
continuing lure?
Oct 10
examine the possible parallels
between Daoist philosophy and the
well known work of Sun Zi
Why Good Confucians Go Daoist,
RUAN JI, "Speaking My Mind"
Daoist Poetics: TAO QIAN
“Going Back to the Farm”
“Visiting White Banks Pavilion”
SUN ZI
Methods of Warfare
Chapters I, III
MOHISM
THE MOHIST SCHOOL
Oct 15
ascertain the meaning of Universal
Love and gauge its influence on later
philosophies
Oct 17
evaluate the validity of Mohist attacks
on the Confucian school and the
character of its founder
Box Philosophy PowerPoint
Chapter 4
Historical Resources
“Universal Love”
Mo Zi’s Charges Against the Confucians
compared to Kong Zi the music lover
“The Elegant Orchid,” “Essay on Music” (see
chapter 5)
CONFUCIANISM
THE CONFUCIAN SCHOOL
Oct 22
Chapter 5
uncover the central concepts of primal KONG ZI/CONFUCIUS
Confucian philosophy through the role
model of the junzi
Cultivation of the Profound Person
Kong Zi’s Direct Disciples
Oct 24
sample the pedagogical style of the
Master—he provides 1 point, you 3
Lun Yü/Analects,
selections
THE GREAT LEARNING/ADULT EDUCATION
Oct 29
Da Xue (Ta Hsüeh)
comprehend the process underlying
the three cords and the eight threads
Oct 31
draw links between ancient texts and
the emerging Confucian school CH
Jing
Da Xue (Ta Hsüeh)
Commentary
PHIL351, Fall 2013
KONG ZI’S SUCCESSORS: THE GREAT CONFUCIAN DEBATE
Nov 5
MENG ZI/MENCIUS
11
grasp the fundamentals of the Idealist
school of Confucian philosophy
excerpts from Meng Zi
Nov 7
XUN ZI/HSÜN TZU
compare the fundamentals of the less
successful Naturalist school of
“That the Nature (xing) is Evil”
Confucian philosophy
TIMES OF TRANSITION
Nov 12
track the evolution of Chinese
philosophies during a period of social,
political, and ideological upheaval;
how did Buddhism emerge as a
legitimate philosophical alternative?
Nov 14
review concepts in a key Chinese
Buddhist commentary demonstrating
cultural accommodations through the
incorporation of Daoist concepts
Chapter 6 SYNCRETIC MERGINGS
LIU YI-QING, Collected Tales & Anecdotes of
the Times
Xi Kang: Worthiest of the Seven Worthies
Xuan Xue (Hsüan Hsüeh) And the Fate of
Philosophical Daoism
Chapter 7 EARLY BUDDHIST SCHOOLS
Philosophical Enculturation:
The Awakening of Faith
BUDDHISM
CHAN BUDDHISM
Nov 19
explicate the philosophy of an often
mentioned, but little understood,
Buddhist school
Chapter 8
From Indian Buddhism to Chinese Chan:
A Philosophical Metamorphosis
Nov 21
assess the basic methodology of
Chan in terms of its final aim
discern the difference between an
awakened Buddhist Master and a
psychotic; explain why doing Chan is
like a jazz session
Lineage of the Dhyana/Chan School
Nov 26
decipher the Chan logic inherent in
classic texts from the school
penetrate the message of Chan
philosophy encoded in the work of one
of China’s greatest poets
The Chan Awakening Process:
Transmission of the Lamp
Chan Poetics
WANG WEI
"Bamboo Grove Retreat"
"Deer Park"
Master Hui-neng—Emptying Emptiness
Chan—
Entering the Gateway of Infinite Wonders
PHIL351, Fall 2013
12
NEO-CONFUCIANISM
Dec 3
assess the backlash against
Buddhism and a resurgent Daoism by
Confucian forces, yielding a hybrid
philosophical school
Chapter 9
THE NEO-CONFUCIAN SYNTHESIS
Zhang Zai’s “Western Inscription”
ZHU XI/CHU HSI, selections
WANG YANG-MING, selections
THE GLOBALIZATION OF CHINESE PHILOSOPHY
WEEK 15
Dec 5
evaluate the potential contributions of
Chinese philosophy, in diverse forms,
to the discipline as a global
movement;
sample several visions of that
involvement from contemporary
sources
Dec 10
clarify the tasks posed in the final
exam questions
Chapter 10
TANG YIJIE, “Constructing ‘Chinese
Philosophy’ in the Light of Sino-Euro Cultural
Exchange”
The Confucian Continuum
CHARLES WEI-HSUN FU, "Creative
Hermeneutics and the Future of Confucianism"
The Buddhist Resurgence
MASTER HSING YUN, Humanistic Buddhism
http://ccbs.ntu.edu.tw/FULLTEXT/JR-JHB/jhb
94214.htm
REVIEW
AND
OVERVIEW
Dec 17, 10:30-12:30 p.m. FINAL EXAMINATION
PHIL351, Fall 2013
13
Weak character coupled with honored place,
meager knowledge with large plans,
limited powers with heavy responsibility,
will seldom escape disaster.
Kong Zi
Name is the guest of reality
Zhuang Zi
Not to let go of wisdom is stupidity.
Bodhidhatma
PHIL351, Fall 2013
14
WRITTEN ASSIGNMENTS
ASSIGNMENT
commentaries on readings
100 points
Chapter 1
Professor Fang
50 points
Chapter 2
Yi Jing
100 points
Chapter 3
DAOISM
Dao De Jing
Zhuang Zi
Sun Zi, Tao Qian
200 points
Chapters 4 & 5
MOHISM, CONFUCIANISM
Mo Zi, Lun Yu, Da Xue
Meng Zi, Xun Zi excerpts
200 points
Chapters 6, 7 & 8
Transition, Buddhism
150 points
Comprehensive final exam
esp. chapters 9 & 10
200 points
FORMAT
in-class
DUE DATE
weekly
EWBS
Sept 10
EWBS
Sept 24
Take-home essays
OR
EWBS
Oct 15
Take-home essays
OR
EWBS
Nov 12
Take-home essays
OR
EWBS
Essays, written in class
Dec 5
EXTRA CREDIT
individual explorations
100 points
(25 points max each)
EWBS on
Buddhist articles, temples,
events, meditation centers,
art, films, etc.
on or before Dec 10
Dec 17
10:30-12:30
PHIL351, Fall 2013
Wawrytko
EXPERIENCING WITH
BOTH SIDES OF THE BRAIN
EVAL
deficient resources
(stream of consciousness? whatever!)
D 61-70
JUST THE FACTS
Comprehensiveness
Did you answer
the question, the whole
question, and nothing but the
question?
Accuracy and Analysis
Have you provided a faithful
presentation of the topics,
and explained key points?
journalist mode
PHILOSOPHY
asking “why?”
Clarity
Have you expressed your
thoughts clearly?
Have you endeavored to
communicate with the
reader?
Textual Support
Did you demonstrate your
reading and comprehension
of class materials by
including evidence from the
texts?
Structure and
Organization
Have you planned out your
discussions? Offered logical
arguments for your claims?
TRANSCENDENCE
Creative Insight
Have you gone beyond class
discussions, making unique
observations?
Did you integrate outside
sources?
not part of grade
Physical Presentation
Have you checked spelling,
grammar, syntax? Is your
paper readable and orderly?
your contribution
15
regular attendance
accurate notes (you tell
me what I told you)
C 71-80
plus comprehension of
class materials, emphasis
on primary sources
B 81-90
plus original
thinking, creative
approach to
topics
A 91-100
PHIL351, Fall 2013
EXPLORING WITH BOTH SIDES OF THE BRAIN
YOUR NAME
ARTICLE OR VENUE
Report on EACH category in terms of the article being studied
I.
ANALYSIS—pulling it apart
1. WHO is the author? (general background, also revealed in text)
2. WHAT is their issue? (questions/concerns)
3. WHEN are they writing? (historical context)
4. WHERE did they live/work? (social/political context)
5. HOW do they support their claims? (methodology)
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PHIL351, Fall 2013
II.
SYNTHESIS—putting the pieces together
What does it mean?
Why is this an important issue? Who is it important to?
III. TRANSCENDENCE (GOING BEYOND)
WHAT MORE DO YOU KNOW ABOUT THIS TOPIC?
WHAT MORE DO YOU NEED TO KNOW?
What questions would you like to pose to the author for clarification?
What questions would you like to research yourself?
Where would the author recommend that you search for the answers to these
questions?
17