Group items tagged

Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.

Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China

Japan is an island country composed of four main islands and thousands of smaller ones

Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.

The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.

Introduction • The Geography of East Asia

Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.

An Introductory Guide to Pronouncing Chinese.

Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.

China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.

Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.

The climate of East Asia is both similar to and different from that of Europe and the United States.

Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*

Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere

The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.

China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.

Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.

The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.

The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.

It is during this period that Buddhism is introduced into China from India, following trade routes.

the civil service examination system,

Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."

"dynastic cycle."

from access to information toward access to other people.

What do we mean by “social learning”?

e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5

Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).

But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.

apprenticeship

informal requests for constructive criticism

how well students are learning the material

the effectiveness of your teaching strategies

focus on what can be changed during the semester--for example, the pace of the course, turnaround time on exams and assignments, or the level of difficulty of the material

three or four weeks after the semester begins

teaching a course for the first time or have significantly revised a course you have taught previously, you may want to canvass students as early as three or four weeks after the semester begins

Distribute blank index cards during the last five or ten minutes of class

Ask students to complete a brief informal questionnaire

four to six short-answer or multiple-choice questions

issues posed should be ones you can respond to during the term; otherwise your students may develop false expectations about the remainder of the course

Consider asking students to list the one or two specific behaviors or incidents that weighed most heavily in their ratings

Arrange for your students to be interviewed

Select a spokesperson who will also write down the groups' comments. Name something in the course that they find helpful or worthwhile or that has helped their learning. Name something that has hindered their learning and that they would like to see changed. Suggest how the course could be improved

groups of five or six

Respond quickly to students' comments

Consider carefully what students say

Let students know what, if anything, will change as a result of their feedback

Thank your students for their comments

Ask students to write a "minute paper."

"What question is uppermost in your mind at the end of today's class?"

Ask students to list key concepts or ideas

Ask students whether they are understanding you or not

avoid the generic "Any questions

refrain from posing general questions that might put students on the spot: "Who is lost?"

Have students briefly paraphrase a lecture or a reading assignment

Ask students to provide a closing summary

Encourage students to form study groups.

Have students turn in class notes as an assignment

Encourage graduate student instructors to give you comments about the course

thinking begins with respect to some content only when questions are generated by both teachers and students.

No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.

Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.