Chinese Discourse Studies
basic assumptions
Shi-xu
Centre for Contemporary Chinese Discourse Studies, Zhejiang University
xshi@zju.edu.cn www.shixu.com
Aim
• To construct a cultural paradigm of
discourse studies: “Chinese Discourse
Studies (CDS)”
– Philosophical component
– Theoretical component
– Methodological component
– Issue component
Principles for construction
– Capable of reflecting Chinese cultural-intellectual
identity and politics
– Capable of engaging in intercultural-scholarly
dialogue and critique
• Terminological intelligibility
– Capable of helping with the development of China
and its communication with the international
communities
Foundations of CDS
• Chinese contexts as reality
– Chinese culture and history; development; unequal
order of international relation and communication
• Chinese scholarships as resources
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Chinese philosophy (e.g. holism, dialect)
Chinese communication studies (e.g. ‘He’)
Chinese rhetorical studies (e.g. figures of speech)
Chinese literary studies (e.g. ‘yi-jing’)
Philosophical component
– Ontology (holistic): universe as a unified whole of
parts in interdependence, interaction and in flux
– Epistemology (dialectic): see(k)ing knowledge in a
holistic, relational, dynamic, multi-lateral and selfreflexive way
– Axiology (pragmatic): ‘use-minded’ and ‘worrying’
scholarship
Theoretical component
• Contemporary Chinese discourse (CCD) changes in
response to history and culture
• CCD is guided by the rule of “meaning beyond language”
• CCD is guided by the norm of equilibrium (i.e. harmony,
inclusiveness, other-orientation, modesty, zhongyong)
• CCD is guided by a dialectic way of thinking (i.e. seeing
opposites, connections, changes)
• CCD gives precedence to authority
• CCD cares about face
• CCD sets great store by patriotism
• CCD values aesthetic effects
Methodological component 1
Researching principles
• Study discourse holistically (look for entirety,
connection)
• Study discourse dialectically (look for change,
opposition, complexity, oneself)
• Study discourse historically (seek historical description,
explanation and evaluation)
• Study discourse inter-culturally (seek intercultural
description, explanation and evaluation)
• Study discourse rationally and intuitively (use evidence
and experience)
• Study discourse dialogically (seek meaning through
dialogue continuously)
Methodological component 2
Analytic/evaluative categories
• Speaker/hearer/hearer-speaker?
– Identifications and relations
• Textual content/form?
– topics, definitions, speech acts, metaphors, etc.
• Mediums?
– Languages, media, setting/timing
• Consequences?
– social, economic, cultural and other changes
• Historical approach to all the above
– changes, contrasts, (dis)continuities
• Inter/intra-cultural approach to all the above
– connections, contrasts, domination, resistance, transformations
Topical component
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Discourse of development
Discourse of profession
Discourse of ethnicity
Discourse of sovereignty
Discourse of the environment
Discourse of crisis
Discourse of cultural change
Discourse of intercultural communication
In Conclusion
• Characteristics of CDS
– ‘Holistic’ ontology, ‘dialectic’ epistemology,
‘worrying’ axiology, ‘imaginative and harmonious’
theory, ‘dialogical’ methodology, ‘development’
issues
• Through interdisciplinary, inter-linguistic,
intercultural cooperation
• By becoming ‘strategic’, developingworld-leading intellectuals
Thank you
谢谢大家
Спасибо
Danke
‫شكرا‬
Merci
Obrigado
ありがとうございました
Gracias
Ahsante Sana