CHIN2000 Chinese Society and Culture Semester 1, 2016ctl.curtin.edu.au/teaching_learning_services/unit... · l What were the basis and practice of imperial sovereignty in early

Unit study package code: CHIN2000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: MrName: James JingPhone: PLEASE EMAILEmail: [email protected]: Building: PLEASE EMAIL - Room: PLEASE EMAILConsultation times: PLEASE EMAIL

Teaching Staff:

Administrative contact: Name: Kat MinutilloPhone: +618 9266 2158Email: [email protected]: Building: 501 - Room: Level

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

CHIN2000 Chinese Society and Culture Semester 1, 2016

Faculty of HumanitiesSchool of Education

CHIN2000 Chinese Society and Culture Bentley Campus 19 Feb 2016 School of Education, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Exploration of various cultural, social and historical phenomena in China.

Introduction Welcome to Chinese Culture and Society (CHIN2000). This Unit explores various cultural, social and historical phenomena in China. In this semester, we shall examine issues under six broad themes:

1. Pre-historical China - mythology and archaeology; 2. Early imperial China - geography and politics; 3. Cultural development in imperial China – philosophy and religion; 4. The modernization of China - national crisis and political reforms; 5. Chinese society under Communism - rural and urban reforms; 6. Sustainability of China’s economic growth - social and environmental consequences.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Identify major contemporary issues in China

2 Analyse the significance of those issues in their social, cultural and historical contexts

3 Synthesise research findings and present an argument

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au

Faculty of Humanities School of Education




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Learning Activities Session Topic 1: Origin of Chinese civilization

l Where did Chinese civilisation come from? How far back can one trace its origin? l What is the relationship between myths and early history?

Session Topic 2: Archaeological evidence

l What did archaeologists say about early Chinese civilisation? l Can archaeological evidence be manipulated?

Session Topic 3: Geographical implications

l What are the characteristics of China’s geographical features? l How did these geographical conditions influence the history of China?

Session Topic 4: Political systems & imperial sovereignty

l What determined the rise and fall of dynasties from a Chinese perspective? l What were the basis and practice of imperial sovereignty in early China?

Session Topic 5: China’s philosophical tradition

l What are the characteristics of China’s philosophical tradition? l In what way is China’s philosophical tradition unique? In what way is it similar to that of the West?

Session Topic 6: Relation between philosophy and religion in China

l Is there an essential difference between philosophy and religion from a traditional Chinese perspective? l Is Confucianism a philosophy or a religion? Is Taoism a philosophy or a religion?

Session Topic 7: National crisis and political reforms since 19th century

l How did China react to influences from the West since the Opium War in 1839–1842? l In what ways has the western world’s perception of China changed since the 19th century?

Session Topic 8: The road to Communism

l Why did China choose Communism over Western Democracy? l In what way is the rise of China as an economic power considered a threat to world security?

Session Topic 9: Urban and rural reforms post 1949

l What kind of urban and rural reforms have China undergone under Mao Zedong? l What impacts have these reforms had on both urban and rural populations?

Session Topic 10: Stratification and inequality

l How did Communism change China’s traditional social structure? l What kind of new social classes had emerged as a result of new economic policies introduced since 1992?

Session Topic 11: Social consequences of economic reforms





l Who gains and who loses as a result of China’s rapid economic growth? l Has economic development brought about political liberalization in China?

Session Topic 12: Environmental impact of development

l What are the environmental consequences of China’s crave for cheap natural resources? l How can China save the environment without sacrificing economic growth?

Learning Resources Essential texts

The required textbook(s) for this unit are:

l PRE-READING texts in journal articles as follow:

l Fowler, Don D.: “Uses of the past: archaeology in the service of the state”. American Antiquity, Vol. 52 No. 2, April 1987, pp. 229 – 248.

l Wang, Edward Q.: “History, space and ethnicity: the Chinese worldview”. Journal of World History, Vol. 10 No. 2, Fall 1999, pp.285 – 305.

l Zhang, Dian, etc: “Climate change, social unrest and dynastic transition in ancient China”. Chinese Science Bulletin, Vol. 50 No. 2, 2005, pp. 137 – 144.

l Woods, Peter R. and David A. Lamond: “What would Confucius do? – Confucian ethics andself-regulation in management”. Journal of Business Ethics, Vol. 102, 2011, pp. 669 – 683.

l Kohn, Livia: ”Laozi: Ancient Philosopher, Master of Immortality, and God”. D.S. Lopez (ed.): Religion of China in Practice. Princeton University Press, 1996, pp. 52 – 63.

l Mann, James: “U.S.-China Relationship: Economics and Security in Perspective”. Testimony before the U.S.-China Economic and Security Review Commission Hearing, 1 February, 2007.

l Chang, Gordon: “China In Revolt”. Commentary, December 2006. l Goodman, David S.G.: “The new middle class”. In M. Goldman and R. MacFarquhar (ed.): The Paradox

of China’s Post-Mao Reforms. Cambridge, MA: Harvard University Press, 1999, pp. 241 – 261. l Solinger, Dorothy: “China’s floating population”. In M. Goldman and R. MacFarquhar (ed.): The Paradox

of China’s Post-Mao Reforms. Cambridge, MA: Harvard University Press, 1999, pp. 220 – 240. l Schwab, Adam: “Why the Chinalco deal is a disaster for Rio”. Crikey, 16 February 2009. l Switzer, Tom: “Public attitudes towards foreign investment”. Australia’s Open Investment Future,

December 2008. l Woetzel, Jonathan R.: “Reassessing China’s state-owned enterprises”. The McKinsey Quarterly, July

2008. l Zhou, J. (2013). China's Rise and Environmental Degradation: The Way Out. International Journal of China

Studies, 4(1), 17-39.

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Other recommended texts in journal articles as follow:

l Bishop, Carl Whiting: “The geographical factor in the development of Chinese civilization”. Geographical Review, Vol. 12 No. 1, January 1922, pp. 19 – 41.

l Yang, Lien-sheng: “Toward a study of dynastic configurations in Chinese history”. Harvard Journal of Asiatic Studies, Vol. 17 No. 3/4, December 1954, pp. 329 – 345.

l Cheang, Alice W.: “The master’s voice: on reading, translating and interpreting the Analects of Confucius”.The Review of Politics, Vol. 62 No. 3, June 2000, pp. 563 – 582.

l Puett, Michael: “Debates in late Warring States China concerning the creation of culture”. Harvard Journal of Asiatic Studies, Vol. 57 No. 2, December 1997, pp. 471 – 518.

l Girardot, N.J.: “The problem of creation mythology in the study of Chinese religion”. History of Religions, Vol. 15 No. 4, May 1976, pp. 289 – 318.





l Teiser, Stephen F.: “The Spirit of Chinese Religion”. D.S. Lopez (ed.): Religion of China in Practice. Princeton University Press, 1996, pp. 3 – 37.

l Eoyang, Eugene: “The Wang Chao-chün legend: configurations of the classic”. Chinese Literature: Essays, Articles, Reviews, Vol. 4 No. 1, January 1982, pp. 3 – 22.

l Ma, Y.W.: “The Chinese historical novel: an outline of themes and contexts”. The Journal of Asian Studies. Vol. 34 No. 2, February 1975, pp. 277 – 294.

l Perry, Elizabeth J. and Merle Goldman: “Historical Reflections on Grassroot Political Reforms in China”. E.J. Perry and M. Goldman (ed.): Grassroot Political Reform in Contemporary China. Cambridge, MA: Harvard University Press, 2007, pp 1 – 13.

l Callahan, William A.: “National Insecurities: Humiliation, Salvation, and Chinese Nationalism”. Alternatives, Vol. 29, 2004, pp. 199–218.

l Naughton, Barry: “Danwei: the economic foundations of a unique institution”. X. Lu and E.J. Perry (ed.): Danwei: The Changing Chinese workplace in Historical and Comparative Perspective. Armonk, N.Y.: M.E. Sharpe, 1997, pp. 169 – 194.

l Parish, William L. and Martin K. Whyte: Village and Family in Contemporary China. Chicago: University of Chicago Press, 1978, pp. 30 – 43.

l Tang, Wenfang and William L. Parish: “The urban social world”. W. Tang and W.L. Parish: Chinese Urban Life Under Reform. Cambridge: Cambridge University Press, 2000, pp. 17 – 48.

l Lee, Ching Kwan: “Pathways of labor insurgency”. In E.J. Perry and M. Selden (ed.): Chinese Society. Change, Conflict and Resistance. London; New York: Routledge, 2000, pp. 41 – 61.

l Guthrie, Doug: “The quiet revolution – the emergence of capitalism”. China, Vol. 25 (2), Summer 2003. l Shuja, Sharif: “The limits of Chinese economic reform”. China Brief, Vol. 5 Issue 17, August 2005. l Austrevicius, Petras and John Boozman: “China’s development challenge”. NATO Parliamentary

Assembly, 2004. l Watts, Susan: “A coal-dependent future”. BBC News, 9 March 2005. l Jiang Gaoming and Jixi Gao: “The terrible cost of China’s growth (in two parts)”. China Dialogue, 12

January 2007.

Other resources

Other online resources:

l A complete Reading Guide for Weekly Topics is accessible at Blackboard. l All other historical records of unit's articles are made available for downloading in PDF at Weekly

topics ePortfolio on Google site: https://sites.google.com/site/ssal5077/archive by Dr Wai Ling Yeung





https://sites.google.com/site/ssal5077/archive

Assessment Assessment schedule

Detailed information on assessment tasks

1. Scheduled group presentations by session topics 40 percent

2. Reflective journals 1 on premodern China 30 percent

3. Reflective journals 2 on modern China 30 percent

Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Students who are taking this unit as a required (core) unit in a course of study must be terminated from the course of study if they fail this unit twice.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Directed tasks tutorial presentations and or review essays 40 percent Week: Scheduled session weeks (starting from week 4) Day: Scheduled session tutorial times Time: To Be Scheduled

1,2

2

Reflective journals 1 on premodern China 30 percent Week: Week 9 Day: 29th April, Friday Time: 5:00 pm

1,2,3

3Reflective journals 2 on modern China 30 percent Week: Week 14

Day: 3rd June, Friday Time: 5:00 pm

1,2,3





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(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments are not available in this unit.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including





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http://libguides.library.curtin.edu.au/referencing

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student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





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Additional information Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date.

Students will be notified of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Assessment Appeals

Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or unit co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files





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Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format.

It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file.

If a lecturer encounters a problem with a submitted file the student will be notified and must provide a readable file within 48 hours of this notification, after which it is considered as a late submission.

Students should check their Curtin student email daily during the assessment marking period.

Student Support

Learning Centre

l Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Uni English

l This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Counselling

l All Curtin students are entitled to access Curtin Counseling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates). http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

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It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

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Recent changes to this unit include:

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Program calendar Program Calendar – Semester 1 2016

Session Begin Date

Session Topic Pre-readings (essential + optional)

Tutorial/Other Assessment Due

22 February

Orientation Week

1 29 February

Origin of Chinese

civilisation

Reading Guide for session topics, Unit outline, Blackboard. (essential)

Lecture slides in Topic 1 (optional)

Unit introduction, topic discussion,

group presentation scheduling.

2 7 March Archaeological evidence

Fowler, Don D.: “Uses of the past: archaeology in the service of the state”. American Antiquity, Vol. 52 No. 2, April 1987, pp. 229 – 248.(essential)


Topic discussion

3 14 March Geographic conditions & implications

Wang, Edward Q.: “History, space and ethnicity: the Chinese worldview”. Journal of World History, Vol. 10 No. 2, Fall 1999, pp.285 – 305.(essential)


Topic discussion

4 21 March Political systems Zhang, Dian, etc.: “Climate change, social unrest and dynastic transition in ancient China”. Chinese Science Bulletin, Vol. 50 No. 2, 2005, pp. 137 – 144.(essential)


Topic discussion/ Scheduled group

presentation

28 March Tuition Free Week

5 4 April China’s philosophical

tradition

Woods, Peter R. and David A. Lamond: “What would Confucius do? – Confucian ethics and self-regulation in management”. Journal of Business Ethics, Vol. 102, 2011, pp. 669 – 683.(essential)



presentation

6 11 April Relation Kohn, Livia: ”Laozi: Ancient Topic discussion/





between philosophy &

religion in China

Philosopher, Master of Immortality, and God”. D.S. Lopez (ed.): Religion of China in Practice. Princeton University Press, 1996, pp. 52 – 63.(essential)


Scheduled group presentation

18 April Tuition Free Week

7 25 April National crisis and political

reforms since 19th century

Mann, James: “U.S.-China Relationship: Economics and Security in Perspective”. Testimony before the U.S.-China Economic and Security Review Commission Hearing, 1 February 2007.(essential)



presentation

Reflective journal 1 covering

session 1 to 6 due 5pm 29th

April

8 2 May The road to Communism

Chang, Gordon: “China In Revolt”. Commentary, December 2006.(essential)



presentation

9

9 May

Urban & rural reforms post

1949

Goodman, David S.G.: “The new middle class”. In M. Goldman and R. MacFarquhar (ed.): The Paradox of China’s Post-Mao Reforms. Cambridge, MA: Harvard University Press, 1999, pp. 241 – 261.(essential)



presentation

10

16 May

Stratification & inequality in

China

Solinger, Dorothy: “China’s floating population”. In M. Goldman and R. MacFarquhar (ed.): The Paradox of China’s Post-Mao Reforms. Cambridge, MA: Harvard University Press, 1999, pp. 220 – 240.(essential)



presentation

11 23 May Social consequences of

economic reforms

l Schwab, Adam: “Why the Chinalco deal is a disaster for Rio”. Crikey , 16 February 2009.(essential)

l Switzer, Tom: “Public attitudes towards


presentation





foreign investment”. Australia’s Open Investment Future, December 2008.(essential)

l Woetzel, Jonathan R.: “Reassessing China’s state-owned enterprises”. The McKinsey Quarterly , July 2008.(essential)


12

30 May Environmental impact of

development

Zhou, J. (2013). China's Rise and Environmental Degradation: The Way Out. International Journal of China Studies, 4(1), 17-39.(essential)



presentation/ Unit summary

Reflective journal 2 covering

session 7 to 12 due 5pm 3rd

June

6 June Study Week

13 June Examinations

20 June Examinations





Documents

CHIN2000 Chinese Society and Culture Semester 1, 2016ctl.curtin.edu.au/teaching_learning_services/unit... · l What were the basis and practice of imperial sovereignty in early