Assignments:
• Weekly readings, due before class. As you read each primary source, I want you to ask
yourself several questions:
○ Do I understand the surface level of the text? If not, use whatever resources
available to you (wikipedia, dictionaries, etc.) to look up problematic terms,
references, proper names, etc. before class. Keep a running list of the questions you
can’t answer for yourself.
○ Do I understand its message? What are its main ideas? If there is an argument,
how does it work? If there is a narrative, how does it develop? Is there a subtext?
○ Can I summarize the text? Can I describe it in one or two or three sentences?
How would I explain it to a non-expert?
○ What are the text’s formal characteristics? Can you say something about the
language/imagery/style/format of the text? What is its genre? Was its author
working under any formal constraints? To what extent does the form constrain the
message?
○ Who is behind the text? Do I have a sense of the author(s)? The audience? The
context and setting? What is the author trying to accomplish? Was he successful?
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By this stage I would like you to have identified at least three key passages that
strike you as particularly illuminating or suggestive.
○ What don’t I understand about the text? And is that my problem or does it say
something interesting about the text itself?
○ Can I relate the text to other texts and to the larger themes of the course? Here
I would like you to come up with at least three discussion questions for your
classmates and think about how you would go about answering them.
• Classroom participation (15% of your grade). I expect you to contribute actively to the
classroom discussion, including asking discussion questions and volunteering your own
interpretations and analyses of the readings.
• Five short response papers (2–3 pages; 25%), assigned throughout the semester.
• Midterm exam (25%)
• Final written exam or paper (35%).
Required texts:
• Philip Ivanhoe & Bryan Van Norden, eds., Readings in Classical Chinese Philosophy
(Hackett, 2006; $24 through amazon
Online resources:
• Chinese Text Project (http://ctext.org)
Academic integrity:
• All written work must be your own. If you borrow someone else’s words and/or ideas
you must explicitly acknowledge their source, whether you are directly quoting or
loosely paraphrasing. Failure to do so amounts to plagiarism, which is a severe
violation of the university’s policy on academic integrity. For additional information,
see http://yalecollege.yale.edu/content/academic-honesty.
Grading rubric:
• An “A” student is a valuable contributor to classroom discussions with his/her
questions and comments. In his/her written work, the student will have conducted close and
critical reading of texts, grappled with the issues raised in the course, synthesized the
readings, discussions, and lectures, and formulated a perceptive, compelling, independent
argument. The argument shows some originality and creativity, is sensitive to historical
context, is supported by a well-chosen variety of specific examples, and is built on a critical
reading of primary material.
• A “B” student demonstrates many aspects of A-level work. S/he participates
enthusiastically but in a way that does not advance the discussion. Papers or exams in this
category are solid works containing flashes of insight into many of the issues raised in the
course. Others give evidence of independent thought, but the argument is not presented
clearly or convincingly.
• A “C” student attends class without necessarily participating in it. His/her essays and
exams narrate the facts without offering any interpretation or analysis and contain little
historical context or engagement with primary sources. They also misunderstand essay or
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exam questions and make basic factual errors. Papers in this category also suffer from unclear
writing and poor organization, or inadequate primary research.
• A “D” student attends class infrequently and contributes less. Written work reveals
an inadequate grasp of the basic course material.
• An “F” student demonstrates no competence in the course due to neglect or a lack of
effort.
UNIT 1: Beginnings
Week 1: Orientations
8/31: Course guidelines • defining “ancient” “Chinese” “thought”
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10/3: Zhuangzi
• Readings pp. 203–245
10/5: Zhuangzi continued
• Second response paper due • Additional Zhuangzi readings (available in Canvas)
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• The “Basic Annals of the First Emperor of the Qin” & “Reflections on the Rise of the
Qin” (52 pp., trans. Burton Watson) • the “Canon of Yao” & “Canon of Shun” (5 pp.)
from the Classic of Documents (trans. James Legge)
11/9: Mei Sheng’s “Seven Stimuli for the Prince” • the Huainanzi
• “Seven Stimuli for the Prince” (trans. Knechtges & Swanson) • Huainanzi book 21
(trans. Major et al.)
Week 11:
11/14: Two texts for emperors • selections from various Han sources
• Fourth response paper due • Readings in Han Chinese Thought (selections TBD) • The
Classic of Filial Piety (available at http://ctext.org/xiao-jing)
11/16: more selections from various Han sources
• Readings in Han Chinese Thought (selections TBD)