Chinese Rhetoric and Writing - An Introduction for Language Teachers, 2012a

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Chapter 5 and students as well as famous scholars, including Zhou Zunyi, Cheng Hao, Cheng Yi, Zhang Zai, and Zhu Xi. This category also includes works by Shuyuan Shanzhang, and Shuyuan masters, and also collections of well-written pieces by Shuyuan students. THE ACADEMIC RESEARCH OF SHUYUAN As far as the academic research atmosphere was concerned, Shuyuan placed a significant emphasis on self-study and academic interaction among the staff, as well as between staff and students. Shuyuan masters would generally aim to inspire learning, rather than “duck-feed” (spoon-feed) their students. For example, they would give one example for students to grapple with and understand so that they could then come up with three comparable examples themselves. Such an atmosphere created a positive influence for the development of creative and critical thinking skills in students’ writing. There were three types of academic activities in Shuyuan: the normal day to day teaching activities within the Shuyuan (e.g., the various courses); academic exchanges between Shuyuan; and activities that were open to the general public. In the Southern Song dynasty, academic exchange activities were extremely popular. One example was the famous Neo-Confucian scholar, Zhu Xi, becoming involved in in-depth discussions with Zhang Shi, another famous Song dynasty scholar. Records show that the two masters argued for three days and nights over the meaning of “Doctrine of the Mean”. In some ways, the influence of the Shuyuan can be seen in contemporary Chinese universities. For example, the types of interaction between students and staff, academic exchange activities, and community service, in particular providing books and seminars for the general public reflect Shuyuan practice. Contemporary Chinese university students and staff interact in many ways, not only through lectures, tutorials and seminars, but they also engage in face-to-face and online communication. They advocate learning and teaching autonomy. They do not, of course, write poetry or baguwen as Shuyuan students did, but they read and write academically within their disciplines and follow explicit and implicit discipline-specific academic writing rules and conventions. Contemporary Chinese university students and staff also engage in academic exchange activities. They participate in exchange programs and attend local, regional and international conferences through which academic ideas are disseminated, exchanged and debated. Contemporary students and staff also realise the importance of serving the community and try to apply what they have learned and researched within the ivory tower to real and relevant issues 104
Shuyuan and Chinese Writing Training and Practice of concern to the community. In this way, universities aim to make students professionals who are able to serve the society in much the same way as the Shuyuan aimed to produce literate and educated people who could take up various important social roles in traditional Chinese society. THE TRANSFORMATION OF SHUYUAN IN THE TWENTIETH CENTURY After a history of more than a millennium, the Shuyuan were abolished towards the end of the Qing Dynasty at the time of major social and political change, which we consider in detail in Chapter 8. Western influence and China’s desire for modern knowledge and science undermined the role of the Shuyuan and created an urgent need for modern schools and universities. Chen Pingyuan (63-4) lists the following reasons to account for the demise of the Shuyuan in the twentieth-century China: 1. The irresistible Western learning (to be discussed in Chapter 8). Chinese in the twentieth century were desperate to learn about science, democracy and law. The establishment and dissemination of such disciplinary knowledge required a new educational system, which differed significantly from the traditional Shuyuan. 2. The propensity for “practical science”. The Chinese education in the twentieth century wanted science rather than humanities. As we have seen, the major curricula of the traditional Shuyuan were not science- oriented. 3. Traditional Shuyuan lacked efficiency because of its high cost in terms of human resources. Western “class” teaching provided strong economic advantages. Chen (63-4) also points out, however, that the traditional Shuyuan has contributed to the current universities in many ways. For example, the tradition of holistic and whole-person education has been inherited from the Shuyuan. In this chapter, we have reviewed the history of Chinese Shuyuan particularly in their relation to Chinese academic reading and writing. Chinese has a long tradition of reading classics, the histories and other iconic texts in order to prepare students to write. This tradition helps explain why modern Chinese students 105
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CHINESE RHETORIC AND WRITING AN INT
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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CHINESE RHETORIC AND WRITING: AN IN
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Introduction that there are more sp
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Introduction in Beijing, where he a
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Introduction Chapter 1 also demonst
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Introduction common, along with the
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12
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Chapter 1 called various branches o
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Chapter 1 plea, or speech, into eit
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Chapter 1 the temple and the hall,
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Chapter 1 were used to successively
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Chapter 1 from Emperor to subject,
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Chapter 1 getting confused, who soa
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Chapter 1 similarities of the advic
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Chapter 1 to create an environment
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2 THE LITERARY BACKGROUND AND RHETO
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Literary Background and Rhetorical
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3 THE RULES OF WRITING 9 IN MEDIEVA
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Chapter 8 everlasting truth. Dewey
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Chapter 8 We now turn to briefly re
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Chapter 8 Was BE an imperialist con
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Chapter 8 Wang defines double-faced
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9 PARTY POLITICS, THE CULTURAL REVO
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Party Politics, the Cultural Revolu
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Chapter 10 UNIVERSITY WRITING COURS
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Chapter 10 but a weak and incompati
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Chapter 10 writing process, for exa
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Chapter 10 and task for 2000 was a
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Chapter 10 writing compositions] is
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Chapter 10 common for non-Chinese m
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Conclusion BECAUSE x n +THEREFORE x
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Conclusion current lack of an accep
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Works Cited Chafe, Wallace L. “Gi
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Works Cited “Four Examination Ess
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Works Cited Kirkpatrick, Andy. “A
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Works Cited Ma, Zhengping. Advanced
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Works Cited Sun, Shaozhen. “Prefa
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Works Cited Yang, Ling, and David C
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NOTES This chronological division
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Chinese Rhetoric and Writing (biogr
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