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#502 “The Observers”

11/29/2018

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Background:
  • In 1644, the Qing (meaning “pure” or “clear,” 清) dynasty was established by Manchus (Manzu 滿族), an ethnic group that lived in what is today northeastern China.
  • The Kangxi (康熙) emperor ruled during the time that the story takes place. The Kangxi emperor, succeeded by his son, the Yongzheng (雍正) emperor, and then grandson, the Qianlong (乾隆) emperor, led a remarkable period of stability, prosperity, and territorial expansion that lasted from 1662 to 1796.
  • These emperors were remarkable performers, playing khan to the Mongols, Buddhist wheel-turning king to the Tibetans, and sage-emperor to their Chinese subjects.
  • The Kangxi emperor began a tradition among Qing rulers of publicly honoring Confucian tradition. One way he did so was by issuing the “Sacred Edict” (Sheng yu 聖諭) in 1670, summarizing the sixteen maxims he considered to embody Confucius’s most important values. He and his successors also became personally well-versed in the Confucian classics, sponsored literary endeavors, and erected structures commemorating upstanding moral exemplars like successful examination candidates and chaste widows.

Text-to-text analysis: Kangxi’s “Secret Edict” (1670), trans. by Lydia Gerber (original source):
  • First, work individually to read the brief document (see reverse) and underline any points that sound familiar from our past engagement with Confucianism.
  • Then, work with a partner to draw lines between the text and examples in the first chapter that seem to relate to the conditions in Tancheng as Spence describes them. Be sure to include a page number along with your work.
  • Finally, answer the questions that follow the chart.
    • What do you see as the key themes in the edict? What seem to be the main interests of the state in relation to the subjects of the empire?
    • Do you think the Kangxi emperor would have viewed the people of Tancheng as good subjects? Why or why not?
    • Spence suggests that the “whole cult of state Confucianism must have seemed remote to most of the people of [Tancheng]” (Spence, 16). Why? What might they rejected or found irrelevant, for example, of the Kangxi emperor’s “Sacred Edict”? What, aside from orthodox Confucianism, guided their ways of believing and acting?

Further discussion (focus on sources):
  • How would you characterize Huang Liuhong’s attitude toward ordinary people under charge?
  • What are some aspects of local life we learn from Pu Songling’s accounts that we would probably be missing if we were to rely on officials like Feng and Huang?
  • Is it useful to read fiction when we’re interested in fact? How should we see Pu Songling’s accounts as we grapple with local life of this area?
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  • 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
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    • Current Events around the World
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