National
Identity and China's cultural tradition / Agriculture
and Population: The Agrarian Dilemma in China's Modernization /
Family and State: The Importance of Hierarchy and Paternalism in the Ordering
of Society / The
Perfectibility of Man and the Moral Role of Government / The
Chinese Understanding of the Relationship Between the Individual and Society
/ Commercial
Development in Place of Industrial Development
Pronouncing
the Chinese language
An
Introduction to the Chinese Language
Chinese
Names
How
to determine Names of places in China
Calligraphy
development from Oracle (Shang) to Great Seal, Small
Seal Clerical, Regular to current day Running Style
Practice
Calligraphy
Chinese
National Minorities and Major Areas of Distribution
Ancient
Chinese History
System
of Governing in Medieval China
China's
Gifts to the West
A
Chinese Cinderella
China
And The Age Of Enlightenment
Modern
Chinese History
What
does it mean to be Chinese - Values and character has
11 different original source readings
China is one of the oldest, continuous civilizations in history and
the dominant cultural center of East Asia; with flourishing philosophical,
political, economic, artistic and scientific traditions, China developed
a strong cultural identity as a universalistic civilization. China has
struggled for the last century with the challenge of forging a new identity
in a world of nation-states and of redefining its cultural values in a
modern world.
China's economy depended traditionally on wet rice agriculture, a labor-intensive
method of cultivation with uneven demands for labor input. Chinese farmers
solved this problem by using their families as their labor forces. Traditional
agricultural technology and population growth thus became closely related:
the best chance a Chinese peasant had to improve his life was to have a
large family, intensify the family effort to cultivate rice in the traditional
way, then use whatever extra income they were able to produce to buy more
land until he owned just as much land as the whole family, working together,
could farm at maximum productivity - or even more, which could be rented
out. This was a highly sophisticated system; it, however, provided neither
incentive for modernization nor surplus for the state. Collectivized agriculture
was introduced in the 1950s as a means of generating agricultural surplus
to support urban and industrial development, but it proved not to be a
satisfactory solution. Under agricultural reforms of the 1980s, farming
has once again been contracted to individual peasant families. While successful
in raising output, the return to family farming is working against the
other essential policy of population control.
Government and society in China were traditionally grounded in the Confucian
philosophy, which held that the correct ordering of relationships within
the family was key to the ordering of society in general; emphasis was
on hierarchical relationships and the paternal line, with the eldest male
holding supreme authority and responsibility for the family unit. The state
claimed it was modeled on the family, with the emperor serving as the father
of the people. Government in China was characterized by rule of man not
law, rule by moral example, and rule by personal rather than official authority.
These cultural patterns and assumptions continue to influence the Chinese
political system and shape popular expectations of the role of government
in China today. They are also reflected in the structure of work unit relationships
in Chinese factories, schools, and institutions.
The dominant strain of Confucian thought stressed the perfectibility
of man, through self-cultivation, education, and the practice of ritual.
One of the government's main functions in the Confucian state is to educate
and transform the people, by moral example of the emperor and his officials.
The belief that the state is the moral guardian of the people and that
men are perfectible is reflected in a number of institutions, historically
in the merit bureaucracy, or civil service, in which all officials are
supposed-to be selected for their moral qualities, and more recently under
Mao Tse-tung (Mao Zedong), in the style of Communist party leadership,
the treatment of deviance, and the revolutionary role assigned to the peasantry
in China.
The relationship between the individual and the state in China is understood
not in adversarial terms, as is characteristically the case in the modern
West, but in consensual terms. China did not, therefore, develop an elaborate
system of civil law; instead, mediation between aggrieved parties is stressed,
with local leaders emphasizing negotiation, compromise, and change through
education rather than assignment of blame and punishment. Neo-Confucian
ideals also held that it was the responsibility of the educated individual
to serve the state and the society.
The geographical and political unity of China provided an environment
in which the Chinese developed an intricate market network extending deep
into the countryside in the form of periodic, rural markets that are in
turn linked to regional markets. China differed from Europe, where the
existence of many small countries led to trade barriers and local shortages
that forced technological improvements within individual countries. In
the Chinese situation, the absence of trade barriers and the existence
of a huge and varied geography and population with much regional diversity
meant China never was under pressure to develop labor-saving devices or
to engage in expansionist or colonizing activities to the extent of those
undertaken by the West and Japan in the modern period. The corresponding
lack of industrial development put China in a disadvantageous military
and economic position when faced with foreign encroachment in the 1 800s,
and industrial development has been a priority since that time. The re-emergence
of the traditional Chinese market system in contemporary China has greatly
facilitated economic growth under the reforms of the 1980s.
Material from:
http://www.easc.indiana.edu/pages/easc/curriculum/China/1996/EACPWORKBOOK/intro/introduction_to_themes.htm
From Indiana University web site home page http://www.indiana.edu/~easc/
Reprinted with permission for use granted 6/8/2000 from
Indiana University & 6/9/2000 from EAST ASIAN STUDIES CENTER
Killeen Harker
Heights Connections
World History Syllabus
(shortened)
World History Syllabus
(advanced)
Web links for Social Studieswebmaster