Discovering History
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing

#104 Another Way? Laozi and Zhuangzi

9/15/2018

0 Comments

 
Picture
A stream flowing through Potatso National Park (普達措國家公園), the first national park in China to meet International Union for Conservation of Nature standards (Photo by Mr. Hall)

Our structure today will be as simple and flowing as possible—perhaps in the spirit of our texts?


Our rules/pattern:
  • Each student identifies and reads a passage.
  • Summarize what is important.
  • Ask a question (or two).
  • Feel free to break the pattern at any time, but let’s emphasize today the importance of democratic use of time.

Example:

We will use an example from Mengzi as a way to review our last two discussions.

Reading:

  • “The reason why I say that all humans have hearts that are not unfeeling toward others is this. Suppose someone suddenly saw a child about to fall into a well: anyone in such a situation would have a feeling of alarm and compassion—not because one sought to get in good with the child's parents, not because one wanted fame among one's neighbors and friends, and not because one would dislike the sound of the child's cries. From this we can see that if one is without the feeling of compassion, one is not human.” (Mengzi 2A6; Van Norden 2008, 46)
Summary:
  • In this story, Mengzi illustrates his commitment to seeing the core goodness in all people. It’s vivid because when encountering a “child about to fall into the a well,” even if we have not felt the feeling before (most of us probably have?), it is easy to imagine and share Mengzi’s conclusion.
Question:
  • How is Mengzi's illustration of "benevolence" (ren 仁) distinct from Mozi’s notion of “universal love” (jian’ai 兼愛)? Is there a way to tweak the story to illustrate the difference between Mengzi and Mozi?
0 Comments



Leave a Reply.

    Course Info
    In-Class
    Assignments

    Unit Overviews

    • ​I. Finding a Path
    • ​II. Making China Great Again
    • ​III. "The Empire, Long Divided, Must Unite . . ."
    • IV. China's Golden Age
    • Course Project
    • V. The Death of Woman Wang

    Timelines

    Axial Age
    (600-200 BCE
    )
    ​Early Empires
    ​(200 BCE-200 CE)

    Archives

    November 2018
    October 2018
    September 2018

    Categories

    All
    Archaeology
    Axial Age
    Confucianism
    Confucius
    Daoism
    Death Of Woman Wang
    Han Dynasty
    Legalism
    Literature
    Mengzi
    Mozi
    Qin Dynasty
    Sima Qian
    Song Dynasty
    Tang Dynasty
    Three Kingdoms
    Wang Mang
    Xunzi

Powered by Create your own unique website with customizable templates.
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing