China Studies Wiki - User contributions [en]

2011-12-07T16:58:46Z

Liang Qichao:

Britain's influence in the international economic scene in the future. Britain is pushed to start recognizing its soft power advantages. Soft power is a relative and intangible concept that is inherently difficult to quantify. Recent cuts in government spending in public, political and military spending is calling for a shift in international influence. The second change is soft power is having a greater role in public diplomacy while people have greater access to information.

There is not yet a set methodology for measuring soft power beyond that of opinion polling. Nye argues for three primary resources that generate soft power, they are: culture, political values, and foreign policy. Characteristics that give a state legitimacy abroad are considered contributing to the country's soft power.

To assess the amount of soft power a country has the model includes five things: business and innovation, culture, government, diplomacy and education. A country is categorized by how well these aspects of a country appeal to other countries.

Ranked first was France and the UK followed by the US, Germany and Switzerland. UK and France have many historical connections already with many countries. China ranks number seventeen, which is pretty good for a country that used to be known for its weak public diplomacy. Over the years China has been softer in their foreign policy approach.

Overall, soft power is growing in popularity, it is more stable but takes longer to obtain.

Reading InTurn: Talya B. Trunnell

2011-12-07T16:57:48Z

2011-12-06T19:20:07Z

Liang Qichao:

The article analyzes the transformation of the examinations from 1400AD to 1900AD in Imperial China. A little back ground--prior to 750 the Empire was ruled by landed aristocrats and following 750 the aristocratic clans began to dissolve. Over time the examinations became a dominate force in determining and guiding the characteristics of Chinese society. The examinations provided a way to measure elite culture, society and politics. Examinations helped to make "gentrys" a distinct class. The focal point of any young ambitious male was summed up in these examinations. Families would devote their children to studying solely for these examinations.

Although the exams claimed to be accessible to all many of the requirements excluded a great number of the people of China. For one, the exam required fluency in Mandarin and knowledge of Classic Chinese. Those who lacked sufficient resources to learn the culture and language necessary for the examinations. Most local Chinese did not speak classic Chinese or speak polished Mandarin. Still the examinations were a success. The examinations glorified those that passed and resulted in an effective way to find successful officials. It was well understood that education was the tool their government used to promote political efficiency and public order.

The author, Benjamin Elman, writes as his conclusion, "As a political, social and cultural institution the educational system designed for the civil service in China served to defend the legitimate and differentiation of Chinese society into autocratic rulers".

Reading In-Turn: Talya B. Trunnell

2011-12-06T19:19:13Z

Liang Qichao:

Wei Yijie was a scholar and practitioner of Confusainism. He was superstious and believed that strange phenomena were signs from Heaven that policy needed to be changed. He was a high ranking Han-Chinese official from the north. It is said that Wei showed little discrimination in his public affairs but felt that southerners were often lazy and emotional were poor candidates for officials.

Wei Yijie voiced the opinion of man Han-Chinese about the need to reform the examinations. He advocated the the military examinations should be more in line with the civil examinations in profile. The metropolitain exams were unfair and kept out many talented by misaligning quotas and the number of candidates. The examinations needed to be modernized and center around policy questions. The exams focused mainly on mastry of the classics. Examiners were often had a hard time making subjective decisions about the exams.

"Under ultimate authority of Manchu regents Wei Yijie pushed civil examinations for Han-Chinese candidates in a direction advocated by Chinese intellectuals for centuries."

Reading In-Turn: Talya B. Trunnell

The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism

2011-12-06T19:18:30Z

Liang Qichao:

The word "warlord" in Chinese is "junfa". This paper explores China's transitions and change in the way they viewed the military and violence throughout the twentieth century.

The idea of "junfa" was ultimately borrowed from Europe and depicts the change in the way China understood violence. The turn-of-the-century debate about violence going on in Europe entered into China and China modified it to meet their needs. Chinese society and cultural structure differed from that of Europe and so their views of violence differed also, although stemming from the same theories of violence. The West gained their countries through violence. China viewed military action as more of a key ritual, the government preferred bribes to real fighting. The West saw Chinese war as more of an opera than a battle.

In 1924 on could see the transition of violence in China. The bloody wars of 1924 were over the control of Shanghai. Machine guns were used of deserters, armored trains and air crafts were also used. This conflict along with WWI brought China to understand violence the same way the Europe understood war.

The use of the word "junfa" began in China in 1918. Some people defined warlords as connected with imperialists. Others identified those of a certain class, like the gentry, with the phrase. "Junfa" came to represent the fundamental problems in Chinese politics and society.

Reading In-Turn: Talya B. Trunnell

2011-12-06T19:17:39Z

Liang Qichao:

Fewsmith responds to Eastman's views on the suppression of the left Kuomintang. He states that the fact that the "Left" survived and the "Right" has mostly to do with the division and distinction between government and party run organizations. Whether or not the organization was party or government run determined its ability to bring about social change.

Reading In-Turn: Talya B. Trunnell

2011-12-06T19:13:40Z

Liang Qichao: Created page with 'Fewsmith responds to Eastman's views on the suppression of the left Kuomintang. He states that the fact that the "Left" survived and the "Right" has mostly to do with the divisi…'

2011-12-06T18:21:57Z

Liang Qichao:

'''Welcome to our course wiki.'''
Thank you for your registration. Please register with at least 2 names, one should be your historical figure (if you know it yet) and the other an anonymous alias which allows you to peer review your fellow students' articles without making them angry.

'''Please sign everything'''
Please sign everything you write (the article on your historical figure, your comments to others, your entries here) with "~ ~ ~ ~" (without spaces). Wiki will turn that into your alias name and set a time stamp there. Thanks! It looks like this then: [[User:Root|Root]] 18:43, 7 October 2011 (UTC) - the time indicated is a universal time since people might contribute from different time zones

'''Contents'''

- Foreword

- Historical Figures: Licia = [[Qianlong]], Alexis = [[Cixi]], Kendra = [[Kang Youwei]], Talya = [[Liang Qichao]], Thomas = [[Sun Yat-sen]], Juan = [[Mao Zedong]], Gavin = [[Deng Xiaoping]], Jessica = [[Chiang kai-shek|Chiang Kai-shek]], Trevor = [[Xi Jinping]].

The late Ming dynasty

The Manchu Conquest

- 02 Juan: Cheng and Lestz, [[Two edicts on wearing the hair]], [[Glorifying the origins of the Manchus”]] in DOC, Cheng and Lestz

- 03 Thomas: Joanna Waley-Cohen [[The New Qing History]] in Radical History Review 88 (Winter 2004), 193-206

- 04 Evelyn: [[Presidential Address: Reenvisioning the Qing: The Significance of the Qing Period in Chinese History]] in The Journal of Asian Studies 55.4 (Nov., 1996), 829-850

- 05 Kendra: Ho Ping-ti, [[In Defense of Sinicization: A Rebuttal of Evelyn Rawski's ‘Reenvisioning the Qing’]] in The Journal of Asian Studies, 57.1 (Feb., 1998), 123-155

Kangxi's Consolidation

- 06 Gavin: 1st edition of Cheng and Lestz, [[The Sacred Edict]] in The Search for Modern China: A Documentary Collection. Cheng and Lestz

- 07 [[Oboi Regency]] [[User:Cixi|Cixi]] 20:59, 7 October 2011 (UTC)

- 08 [[Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency]] [[User:Liang Qichao|Liang Qichao]] 21:47, 15 October 2011 (UTC)

- 09 [[The Sacred Edict]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:12, 11 November 2011 (UTC)

Qianlong's Wisdom / State and Governance in China
- 10 Juan: Huang Liuhong, [[A Complete Book Concerning Happiness and Benevolence]], 60-68

- 11 [[States and society in 18th century china]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:10, 11 November 2011 (UTC)
- 13 [[Local Government in China under the Ching ]] [[User:Xi Jinping|Xi Jinping]] 04:34, 17 October 2011 (UTC)

- 14 [[Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China]] [[User:Liang Qichao|Liang Qichao]] 21:36, 15 October 2011 (UTC)

- 01=17a 1768- [[Soulstealers: The Chinese Socery Scare of 1768]] - [[User:Qianlong|Qianlong]]

- 18 [[Signifying Bodies: The Cultural Significance of Suicide Writing by Women in Ming-Qing China By Grace S. Fong]] [[User:Cixi|Cixi]]

- 20 [[Political Economy and Ecology on the Eve of Industrialization: Europe, China, and the Global]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 23 [[The Opium War, and Opening of China]] [[User:Xi Jinping|Xi Jinping]] 05:20, 17 October 2011 (UTC)

- 24 [[The Inner Opium War]] [[User:Liang Qichao|Liang Qichao]] 21:51, 15 October 2011 (UTC)

- 28 [[Rebels and Revolutionaries in North China 1845-1945 by Elizabeth Perry]] [[User:Cixi|Cixi]] 00:32, 11 October 2011 (UTC)

- [[Tian hou]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- [[The eight trigrams]] - [[User:Deng Xiao Ping|Deng Xiao Ping]] 20:56, 7 October 2011 (UTC)

- 30 1900 - [[History in Three Keys: The Boxers As Event, Experience, and Myth]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

- 34 [[Imperialism: Reality or Myth?, Discovering History in China]] - [[User:Cixi|Cixi]]

- 36 1898-1912 - [[Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan]] - [[User:Mao Zedong|Mao Zedong]] 20:59, 15 October 2011 (UTC)

-37 [[China in revolution]] [[User:Chiang Kai-shek|Chiang Kai-shek]] 19:15, 11 November 2011 (UTC)

- 41 [[The Warlord: Twentieth-Century Chinese Understanding of Violence, Militarism & Imperialism]] [[User:Liang Qichao|Liang Qichao]] 21:42, 15 October 2011 (UTC)

- 43 [[Reintegration in China under the Warlords, 1916-1927]]-[[User:Cixi|Cixi]] 02:08, 12 October 2011 (UTC)

- 44 [[Ebrey,“Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook]] - [[User:Mao Zedong|Mao Zedong]] 19:15, 11 November 2011 (UTC)

- 49 [[Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27]] [[User:Liang Qichao|Liang Qichao]]

- 52 [[Chinese Communism and the Rise of Mao]] - [[User:Cixi|Cixi]] 05:54, 26 October 2011 (UTC)

- 57 [[Convergence or Divergence? Recent Historical Writings on the Rape of Nanjing]] The American Historical Review 104.3 (June 1999), 842-865.Yang Daqing --[[User:CelticWonder|Kang Youwei]] 00:02, 3 December 2011 (UTC)

- 59 [[Peasant Nationalism and Communist Power]] - [[User:Cixi|Cixi]] 23:00, 6 November 2011 (UTC)

- 60 [[Party, Society, and Local Elite in the Jiangxi Communist Movement]] - [[User:Mao Zedong|Mao Zedong]] 19:45, 11 November 2011 (UTC)

- 66 [[Chinese Village, Socialist State: The Gamble]] - [[User:Cixi|Cixi]] 18:12, 11 November 2011 (UTC)

'''How to write an article?'''

Just type in your new article title into the search field and press "Go" (not "Search"). You will get a response side stating that your article does not yet exist. Then you click on "create this article" and start to write. You may post your notes. Don't forget to click on "save". You may post your "reading in turn" notes with a 3rd name as long as you do not know your historical figure. Use MLA style when citing within your wiki articles.

'''Material from Syllabus'''
Reading in turn #08 Talya Trunnell: Lynn Struve, “Ruling from Sedan Chair: Wei Yijie (1616-1686) and the Examination Reform of the ‘Oboi’ Regency,” Late Imperial China 25.2 (Dec. 2004), 1-32. 2 -- Struve -- Ruling from Sedan Chair.pdf - REPAIRED LINK HERE
Reading in turn #09 Jessica Breedlove: Victor Mair, “Language and Ideology in the Sacred Edict,” Popular Culture in Late Imperial China, 325-359. 2 -- Mair -- Language and Ideology in the Sacred Edict.pdf - REPAIRED LINK HERE
Discussion: What were the key measures taken by Kangxi and his predecessors to secure Manchu rule over China? Which do you think were most important and why? What kind of prescriptive behavior was promoted by the Sacred Edict? How successful were these prescriptions?
Recommended reading: DOC 58-64 (this is another edict by Kangxi)
Assignment 5: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 5).

F 09/09/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 09/12/2011 12-12.50 p.m. Qianlong's Wisdom / State and Governance in China
Reading in turn #11 Jessica Breedlove: Albert Feuerwerker, “Emperor and Bureaucracy,” State and Society in Eighteenth Century China, 35-75.
Oral report: (3) Qianlong (乾隆, 1711-1799)
Discussion: According to the selections from Huang, what were the goals of local government and how was governance to be carried out? How did the structure and process of government facilitate or hinder the accomplishment of these goals?
Recommended reading: DOC ch.5
Assignment 6: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 6).

W 09/14/2011 12-12.50 p.m. Elites and Social Power
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 24 pp.: Esherick and Rankin, Chinese Local Elites and Patterns of Dominance, “Introduction,” 1-24.
Reading in turn #12 Thomas Giles: Chang Chung-li, The Chinese Gentry, 3-32.
Reading in turn #13 Trevor Ireland: Ch’ü T’ung-tsu, Local Government in China under the Ch’ing, 168-192.
Reading in turn #14 Talya Trunnel: Benjamin Elman, “Political, Social, and Cultural Reproduction via Civil Service Examinations in Late Imperial China,” Journal of Asian Studies, 50.1. (Feb., 1991), 7-28.
Discussion topics: What criteria are used to define the “gentry”? What are the benefits and pitfalls of using the term “local elite”? In light of Elman’s article, do you think education was more important to the reproduction of power than some of the paths to power noted by Esherick and Rankin?
Assignment 7: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 7).

F 09/16/2011 12-12.50 p.m. Late Imperial Culture
Replacement: Fulbright Teaching Assistant Celine Shan LU
required reading 19 pp.: Johnson, “Popular Values and Beliefs,” in DeBary Sources of Chinese Tradition, 73-92.
Reading in turn #15 Katheryn Kriek: Naquin and Rawski, Chinese Society in the Eighteenth Century, 55-93.
Reading in turn #16 Kendra Mairs: Ebrey, “Exhortations on Ceremony” in Chinese Civilization: A Sourcebook
Reading in turn #17 Gavin Norton: Watson, “Standardizing the Gods: The Promotion of T’ien-hou (Empress of Heaven) along the South China Coast, 960-1960”
Oral presentation = reading in turn #01 Licia Kim: Philip Kuhn, Soulstealers: The Chinese Sorcery Scare of 1768 (HUP, 1990), entire.
Discussion: What are the key means by which Chinese popular culture was preserved and transmitted according to Johnson? What were the goals of elites in the cultural arena? What about the state? How might commoners have exerted their own power against those who sought to control them?
Assignment 8: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 8).

M 09/19/2011 12-12.50 p.m. Women and Gender
Replacement: Fulbright Teaching Assistant Celine Shan LU
Required reading 19 pp.: Dorothy Ko, “The Body as Attire: The Shifting Meanings of Footbinding in Seventeenth-Century China,” Journal of Women's History 8:4 (Winter 1997), 8-27.
Reading in turn #18 Alexis Sagen: Grace Fong, “Signifying Bodies: The Cultural Significance of Suicide Writings by Women in Ming-Qing China,” in Ropp, ed., Passionate Women: Female Suicide in Late Imperial China (Special issue of the journal Nan/Nü 3.1 [2001]), 105-142.
Oral report: (6) Empress Dowager Cixi (慈禧, 1835-1908)
Recommended reading: Susan Mann, “Women in the Kinship, Class, and Community Structures of Qing Dynasty China,” Journal of Asian Studies 46:37-56.
Paola Paderni, “Between Constraints and Opportunities,” in Zurndorfer, ed., Chinese Women in the Imperial Past, 258-285.
Discussion: Most of the readings for this week touch on the issue of agency. What forms of power did women wield in society? What limitations did they encounter?
Assignment 9: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 9).

W 09/21/2011 12-12.50 p.m. China and the Outside World
required reading 21 pp.: 117-138=chapter 6
Reading in turn #19 Glorydawn Vahai: John K. Fairbank, ed., The Chinese World Order, 1-19
Reading in turn #20 Juan Anzar: Kenneth Pomeranz, “Political Economy and Ecology on the Eve of Industrialization,” American Historical Review 107.2 (2002), 425-446.
Reading in turn #21 Jessica Breedlove: Evelyn Rawski, “The Qing Formation and the Early Modern Period,” The Qing Formation in World-Historical Time, 207-241.
Reading in turn #22 Thomas Giles: R. Bin Wong, “The Search for European Differences and Domination in the Early Modern World,” American Historical Review 107.2 (2002), 447-469.
Discussion: According to Fairbank, how did China relate to the outside world? According to Pomeranz, why did Europe industrialize before China? What does Wong see as being the source(s) of European domination?
Recommended reading: DOC =ch.6
Assignment 10: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 10).

F 09/23/2011 12-12.50 p.m. China and the Outside World / Clash with the West
Required reading 27 pp.: 139-166=ch.7
Reading in turn #23 Trevor Ireland: Dilip Basu, “The Opium War and the Opening of China: An Historiographical Note,” and Tan Chung, “Interpretations of the Opium War (1840-1842): A Critical Reappraisal,” in Ch’ing-shih wen-t’i (December 1977), 2-16, 32-46.
Reading in turn #24 Talya Trunnel: James Polachek, The Inner Opium War, 1-16, 273-287.
Reading in turn #25 Katheryn Kriek: Fairbank, “Synarchy Under the Treaties,” 204-231.
Discussion: What were some of the earlier historical interpretations of the Opium War? On what assumptions were such appraisals based? Why is Polachek’s interpretation so important? How does the concept synarchy contribute to the Sincization debate?
Recommended reading: DOC ch.7
Assignment 11: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 11).

M 09/26/2011 12-12.50 p.m. The Crisis Within
required reading: ch.8
Reading in turn #26 Kendra Mairs: Ebrey, “Mid-Century Rebels” in Chinese Civilization: A Sourcebook
Reading in turn #27 Gavin Norton: Susan Naquin, Millenarian Rebellion in China, 1-8, 63-117.
Reading in turn #28 Alexis Sagen: Elizabeth Perry, Rebels and Revolutionaries in North China, 1-9, 48-95.
Reading in turn #29 Glorydawn Vahai: Robert Weller, “Saturating the Movement” and “Too Many Voices,” 50-85.
Reading in turn #30 Juan Anzar: Paul Cohen, History in Three Keys, 69-95. [Link to Google books]
Discussion: How does Naquin explain the rise of the White Lotus Rebellion? How does Naquin’s view contrast to Perry’s explanation of why peasants rebel? What role did religion play in shaping the emergence and development of the Taiping rebellion? According to the selections by Ebrey, what were the motivations and goals of the rebels themselves?
Assignment 12: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 12).

W 09/28/2011 12-12.50 p.m. The Political and Social Effects of the Taiping Rebellion
[Discussion on student request: "synarchy". It refers to Fairbank p. 205: "joint Sino-foreign administration of the
government of China under a foreign dynasty".]
Required Reading: [Internet research]
Reading in turn #31 Jessica Breedlove: Philip Kuhn, Rebellion and its Enemies in Late Imperial China, 105-164, 211-225.
Reading in turn #32 Thomas Giles: Edward McCord, “Militia and Local Militarization in Late Qing and Early Republican China: The Case of Hunan,” Modern China (April 1988), 156-187.
Reading in turn #33 Trevor Ireland: Michael, Franz "Regionalism in Nineteenth Century China" in Stanley Spector, Li Hung-chang and the Huai Army, xxi-xliii.
Discussion: According to Kuhn, what were the causes and long-term consequences of militarization? What are the implications of McCord’s research on this issue? What was “regionalism”? What were the key levers the Qing state used to control its generals? How effective were these levers?
Recommended reading: Liu Kwang-ching “The Limits of Regional Power in the Late Ch'ing Period: A Reappraisal,” in The Tsing Hua Journal of Chinese Studies, New Series, 207-223.
Assignment 13: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 13).

F 09/30/2011 12-12.50 p.m. Online Activities, Coaching
WELCOME TO CLASS TODAY! Please enter the chatroom and work on the WIKI! Everybody who is online should at least chat with me, so that I can see the attendance rate.
Today: working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 10/03/2011 12-12.50 p.m. Self-Strengthening and the Problem of Imperialism
Required reading: =ch.9
Reading in turn #34 Alexis: Paul Cohen, “Imperialism: Reality or Myth?,” Discovering History in China, 97-147.
Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.
Oral report: (8) Kendra = Kang Youwei (康有為, 1858-1927)
Oral report: (5) Talya = Liang Qichao (梁啟超, 1873-1929)
Recommended reading: DOC ch.9
Discussion: When it comes to the effects of imperialism, is it more important to emphasize quantitative effects or qualitative ones? Where does the historiography break down on this point?
Assignment 14: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 14).

W 10/05/2011 12-12.50 p.m. Problems at the End of the Qing
Required reading: ch.10
Reading in turn #36 Juan: Douglas Reynolds, China, 1898-1912: The Xinzheng Revolution and Japan, 1-14.
Recommended reading: Ebrey, “Rural Education” in Chinese Civilization: A Sourcebook
“Reform Edict of January 29, 1901,” in Debary, ed., Sources of the Chinese Tradition.
Roxann Prazniak, Of Camel Kings and Other Things, 15-44.
Assignment 15: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 15).

F 10/07/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in the Chatroom.

M 10/10/2011 12-12.50 p.m.
Wiki coaching on students' request.
Make-up: Reading in turn #35 Trevor: James Hevia, English Lessons, 186-281.

W 10/12/2011 12-12.50 p.m. The 1911 Revolution.
CHAT 10/12/2011. Your participation is graded.
Required reading: ch.11
Reading in turn #37 Jessica: Mary Wright, China in Revolution, 1-62.
Reading in turn #38 Thomas: Ichiko Chuzo, “The Role of the Gentry: An Hypothesis,” China in Revolution, 297-318.
Reading in turn #39 Trevor: Edward Rhoads, Manchu and Han, introduction and conclusion.
Discussion: According to these authors, what was the nature of the 1911 Revolution? Who were the primary actors in the revolution, and what were they “revolting” against?
Recommended reading: “A Symposium on the 1911 Revolution,” Modern China 2.2 (1977), 129-226, selections.
- Survey
- Please remember: Write your mid-term paper in Wiki, and don't forget to make comments to other Wiki articles!
Assignment 16: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 16).

F 10/14/2011 The New Republic
CHAT 10/14/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
Required reading: ch.12
Reading in turn #40 Trevor: Cheng and Lestz, “Yuan Shikai: Two Documents,” “Feng Yuxiang: Praising the Lord,” and “Zhang Zongchang: With Pleasure Rife” in DOC 214-216
Reading in turn #41 Talya: Arthur Waldron, “The Warlord: Twentieth Chinese Understandings of Violence, Militarism, and Imperialism,” American Historical Review 96:4 (1991) 1073-1100.
Reading in turn #42 Gavin: James Sheridan, Chinese Warlord: The Career of Feng Yu-hsiang, 1-30.
Reading in turn #43 Alexis Shelley Yomano, "Reintegration in China under the Warlords, 1916-1927.” In Republican China, vol. 12, no. 2 (April 1987), pp. 22-27.
Oral report: (5) Sun Yat-sen (孫逸仙 = Sun Zhongshan 孫中山, 1866-1925)
Discussion: According to these authors, what were the causes of Chinese militarism? Is there one of these interpretations you find more convincing? Why is Yomano’s observation important?
Recommended reading: Edward A. McCord, “Civil War and the Emergence of Warlordism in Early Twentieth Century China,” War and Society, 10.2 (Oct. 1992), 35-56.
Assignment 17: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 17).

SUN 10/16/2011 11.59 p.m. mid-term paper due
mid-term paper due on wiki, consisting out: article on historical figure from the I-perspective, edits or comments on other articles, pasting your reading in turn notes (the notes itself are not graded here, but all notes so far must be posted)

M 10/17/2011 12-12.50 p.m. The New Culture and May Fourth
CHAT 10/17/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chat.
Required reading: ch.13
Reading in turn #44 Juan: Ebrey, “Spirit of May Fourth” and “Ridding China of Bad Customs” in Chinese Civilization: A Sourcebook
Reading in turn #45 Jessica: Lu Xun, “Ah Q: The Real Story” and “My Old Home”
Reading in turn #46 Thomas: Henrietta Harrison, The Making of the Republican Citizen, 49-92.
Reading in turn #47 Trevor: Rudolf Wagner, “The Canonization of May Fourth,” The Appropriation of Cultural Capital.
Discussion: What were the major themes of the “new culture” movement? How do Lu Xun’s stories reflect these themes? How were these themes embodied in fashion and behavior during the republic? What was the spirit of May Fourth, according to the selections by Ebrey? How does the canonization of May Fourth shape our interpretation of the history both before and after the event?
Assignment 18: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 18).

W 10/19/2011 12-12.50 p.m. Alliances and Betrayals
CHAT 10/19/2011. Your participation is graded.
Online session: Please access the chatroom, paste your reading in turn notes, discuss along the questions and beyond, make at least 3 useful statements
MAKE ANYWHERE YOUR CLASSROOM: Unmoderated but recorded virtual discussion in chatroom, minimum participation proof: 3 constructive contributions in the chat.
Required reading: ch.14
Recommended reading: Ebrey, “The General Strike” in Chinese Civilization: A Sourcebook
Jean Chesneaux, The Chinese Labor Movement, 1919-1927, 151-178.
Emily Honig, Sisters and Strangers, 1-8, 79-131, 202-209.
David Strand, Rickshaw Beijing, 142-166.
Discussion: How does Chesneaux characterize the origins of the labor movement? In what ways did the experience of women in the Shanghai cotton mills not fit this characterization? What about the labor situation in Beijing?
Assignment 19: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 19).

F 10/21/2011 12-12.50 p.m. Fall Break

M 10/24/2011 12-12.50 p.m. The Guomindang in Power
Required reading: ch.15
Reading in turn #48 Trevor: Lloyd E. Eastman, “New insights into the nature of the nationalist regime” Republican China 9.2: 8-18
Reading in turn #49 Talya: Joseph Fewsmith “Response to Eastman's review article New Insights into the Nature of the Nationalist Regime” Republican China 9.2 (February 1984), 19-27.
Reading in turn #50: Bradley Geisert “Probing KMT rule: reflections on Eastman's new insights,” Republican China 9.2: 28-39.
Reading in turn #51 Gavin: Parks Coble, “The Kuomintang Regime and the Shanghai Capitalists, 1927-1929,” China Quarterly 77 (March 1979), 1-24.
Oral report: (7) Chiang Kai-shek (蔣介石, 1887-1975): Jessica
Recommended reading: John Fitzgerald, “Did the National Revolution Succeed or Fail: A Point of Difference in Chinese and Western Perspectives on Republican Chinese History,” Republican China 14.1 (November 1988), 15-29.
Discussion: How do the positions of Eastman, Fewsmith, and Geisert differ? According to these authors, who were the key constituents for the Nationalist regime? What were the roots of Nationalist failure?
Assignment 20: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 20).

W 10/26/2011 12-12.50 p.m. Mao and the Rise of the CCP
Required reading: ch.16
Reading in turn #52 Alexis: Benjamin Schwartz, Chinese Communism and the Rise of Mao, 7-27.
Reading in turn #53 Juan: Hans van de Ven, From Friend to Comrade, 9-54.
Reading in turn #54 Trevor: Stuart Shram, The Political Thought of Mao Tse-tung, 15-73.
Oral report: (11) Chen Duxiu (陳獨秀, 1879-1942)
Oral report: (1) Mao Zedong (毛泽东, 1893-1976)
Discussion: How do the interpretations of the rise of the CCP differ? How important was Mao’s reformulation of Chinese communism to the success of the movement?
Recommended reading: Arif Dirlik, The Origins of Chinese Communism, 23-54.
Assignment 21: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 21).

F 10/28/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room. Hello, today we have an online session. You may work on the Wiki and chat with me in the chat room.

M 10/31/2011 12-12.50 p.m. The Chinese Economy
required readings 39 pp.:
MRamon Myers, “How did the odern Chinese Economy Develop?” Journal of Asian Studies 50.3 (1991), 604-628.
Philip Huang, “A Reply to Ramon Myers,” JAS 50.3 (1991), 629-633.
R. Bin Wong, “A Note on the Myers-Huang Exchange,” JAS 51.3 (1992), 600-611.
Reading in turn #55 Trevor: Philip Huang, “Development of Involution in Eighteenth Century Britain and China?,” Journal of Asian Studies 61.2 (2002), 501-538.
Discussion: What are the key issues in this debate? Why is Wong’s cautionary note important to keep in mind? What are your thoughts on Pomeranz’s “great divergence” argument in light of these readings?
Assignment 22: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 22).

W 11/02/2011 12-12.50 p.m. World War Two
required reading: ch.17
Reading in turn #56 Katie Bowers ---: Lloyd Eastman, “Facets of an Ambivalent Relationship: Smuggling, Puppets, and Atrocities During the War, 1937-1945”
Reading in turn #58 Gavin Norton: Bob Tadashi Wakabayashi, The Nanjing Atrocity, 1937-38: Complicating the Picture, chapters by Wakabayashi, 3-28; Askew, 86-114; Fogel, 267-284; and Yamamoto, 285-303.
Discussion: According to Yang, where does the current historiography stand? What is it about atrocities that make them so amenable to appropriation for political purposes?
Assignment 23: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 23).

F 11/04/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/07/2011 12-12.50 p.m. The Communist Revolution
Required reading: ch.18
Reading in turn #59 Alexis Sagen: Chalmers Johnson, Peasant Nationalism and Communist Power, 1-30.
Reading in turn #60 Juan Anzar: Stephen Averill, “Party, Society, and Local Elite in the Jiangxi Communist Movement,” Journal of Asian Studies 46.2 (May 1987), 279-303.
Reading in turn #61 Jessica Breedlove: K.K. Shum, “The Communist Party’s Strategy for Galvanizing Popular Support, 1930-1945,” in Pong and Fung, eds., Ideal and Reality: Social and Political Change in Modern China.
Discussion: According to Johnson, what is the relationship between peasant nationalism and CCP success? Why is this view wrong in Gillin’s view (next session)? How do Averill’s comments help to reframe this debate? What methods did the CCP use to mobilize the people and how were these methods received?
Assignment 24: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 24).

W 11/09/2011 12-12.50 p.m. Birth of the PRC
Required reading: ch.19
Reading in turn #62 Trevor Ireland: Donald Gillin, “‘Peasant Nationalism’ in the History of Chinese Communism,” Journal of Asian Studies 23.2 (Feb. 1964), 269-289.
Reading in turn #63 Gavin Norton: Joseph Esherick, “Ten Theses on the Chinese Revolution”
Reading in turn: #64 Talya: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [first part Silent Sound]
Reading in turn: #65 Jessica: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [second part Honeymoon]
Reading in turn: #66 Alexis: Edward Friedman, Paul Pickowicz, Chinese Village, Socialist State (New Haven: Yale University Press, 1991), pp.80-159 [third part Gamble]
Questions for the discussion: Why did the Chinese Communist Revolution did not occur in the cities by the workers, as Marx had predicted, but in rural areas? What were the reasons for the Chinese Communist Revolution? What were the characteristics of the "Socialist Country with Chinese characteristics"? How far were they Chinese?
Assignment 25: Please prepare the next session (see beneath) and take the quiz on it (Assignment 25).

F 11/11/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/14/2011 12-12.50 p.m. The occupation of Tibet and Han-Chinese settlement policy
Guest lecturer: Dr. Kathreen Brown, Professor and Dean of the History Dept.
Required reading: internet research on ethnic groups and minorities, occupations, settlement policies, independence movements, divide et impera policies etc.
Assignment 26: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 26).

W 11/16/2011 12-12.50 p.m. Campaigns and the Cultural Revolution
Required reading: 507-514, 536-553, 565-586=ch. 22
Reading in turn #67 Trevor: Frank Dikoetter, Mao’s Great Famine: the History of China’s Most Devastating Catastrophe, 1958-1962 (New York: Walker, 2010), pp.127-144, 324-334
Reading in turn #68 Gavin: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.1-18 - part I
Reading in turn #69 Jessica: Roderick MacFarquhar, Michael Schoenhals, Mao’s Last Revolution (Cambridge, MA: Harvard University Press, 2006), pp.19-36 - part II
Assignment 27: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 27).

F 11/18/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 11/21/2011 12-12.50 p.m. The Open-Door Policy, Remodeling Laws and Legal System
required reading 13 pp.: 669-677, 696-704
Oral report: Gavin (2) Deng Xiaoping (邓小平, 1904-1997)
All: Please prepare panel discussion with (4) Zhao Ziyang (赵紫阳, 1919-2005); (10) Wei Jingsheng (魏京生, 1950-)

W 11/23/2011 12-12.50 p.m. Thanksgiving Holidays

F 11/25/2011 12-12.50 p.m. Thanksgiving Holidays

M 11/28/2011 12-12.50 p.m. Democratic Reforms
Guest Lecturer: Dr. Danny Damron, "The Democratization process in China and 1989"
required reading 8 p.: internet research on democratization in China, the Peking Spring 1979, the Democracy Movement in 1989.
Required preparation: internet research, film screening
Assignment 28: Please read the texts for the next session (see beneath) and take the quiz on it (Assignment 28).

W 11/30/2011 12-12.50 p.m. The special economic zones, Taiwan and the economical miracle
Required reading 16 pp.: 631-640, 705-709, 714-717
Oral report: Trevor (13) Xi Jinping (习近平, 1953-)
All: Please prepare panel discussion with: (12) Hu Jintao (胡锦涛, 1942-); (9) Wen Jiabao (温家宝, 1942-)

F 12/02/2011 12-12.50 p.m. Online Activities, Coaching
working on wiki, teacher answers personal student questions regarding reading comprehension question in chat room

M 12/05/2011 12-12.50 p.m.
Final interactive panel discussion with all historical figures (a rare chance!)

W 12/07/2011 12-12.50 p.m. China's impact on the world today: The global economical powerhouse and the new soft superpower
Required readings (all short articles):
Fish 2011: Isaac Stone Fish, “China’s Failed Charm Offensive” in: Newsweek (1/19/2011), http://www.thedailybeast.com/newsweek/2011/01/19/china-s-failed-charm-offensive.html
Gates 2007, Thom Shanker, "Defense Secretary Urges More Spending for U.S. Diplomacy", in: New York Times (2007.11.27), http://www.nytimes.com/2007/11/27/washington/27gates.html
Hu 2007, Xinhua News Agency „Hu Jintao calls for enhancing ‘soft power’ of Chinese culture“, in: People’s daily (2007.10.15) http://news.xinhuanet.com/english/2007-10/15/content_6883748.htm
And the longer article: Woesler, "China as the new soft superpower and the global impact of its culture" 2011
Reading in turn #70 Talya: McClory 2010, Jonathan McClory, “The new persuaders - An international ranking of soft power”, in: (2010.12), http://www.instituteforgovernment.org.uk/publications/20/the-new-persuaders
Reading in turn #71 Alexis: Nye/Wang 2009, Joseph S. Nye/Jisi Wang, „Hard decisions on soft power“, in: Harvard International Review, http://hir.harvard.edu/agriculture/hard-decisions-on-soft-power

Recommended reading:
Nye 1990, Joseph S. Nye, Bound to Lead: The Changing Nature of American Power, 1990

presentation by Martin Woesler:
- superpower (presentation1, presentation2, presentation3)
- about the Chinese tradition of rewriting histories
discussion
- current issues in Chinese history

F 12/09/2011 12-12.50 p.m.
Repetition, Preparation
Assignment (ungraded): Please prepare for the final exam.

M 12/12/2011 11.00 a.m. - 1 p.m.
Final exam

2011-10-19T15:12:21Z

Liang Qichao:

2011-10-19T15:01:24Z

Liang Qichao:

Wei Yijie was a scholar and practitioner of Confusainism. He was a high ranking Han-Chinese official from the north. It is said that Wei showed little discrimination in his public affairs but felt that southerners were often lazy and emotional were poor candidates for officials.

Wei Yijie voiced the opinion of man Han-Chinese about the need to reform the examinations. He advocated the the military examinations should be more in line with the civil examinations in profile.

"Under ultimate authority of Manchu regents Wei Yijie pushed civil examinations for Han-Chinese candidates in a direction advocated by Chinese intellectuals for centuries."

Liang Qichao

2011-10-16T06:11:01Z

Liang Qichao:

'''Liang Qichao'''

''(Still a work in progress)''

I was born in 1873 to a farming family in Xinhui of Guangdong Province during the reign of the Qing dynasty and was name Liang Qichao. My father was a rural farmer but was familiar with the Chinese classics and was diligent in introducing me to Chinese literature. By the time I was 9 I would be able to write essays, a thousand words in length. Because of my many accomplishments and thanks to my father’s teaching I was considered a child prodigy. After much diligent study I passed the Xiucai degree provincial examination at age 11. At the age of 16 I passed the Juren degree provincial examination. When 18 I traveled to the capital to take the Jinshi degree national examination and failed.

Despite this small failure I would go on to become an influential scholar, journalist, reformist and philosopher. I studied under Kang Youwei, who was a great teacher and a revolutionary man. In 1890 I became one of his life-long students. Together we wrote many reform memorials in hopes of bringing a positive change to China. I was able to participate in many momentous events. I participated in the first student demonstration in 1895. The demonstration was in protest of the peace treaty we signed with Japan after the close of the Sino-Japanese War.

I was also able to present some memorials to the Emperor himself about abolishing the old examination system as well as encourage him to invest in developing technologies. In 1895 I suggested: bringing the military up-to-date, a state banking system, a network of railways, a fleet specifically for commercial goods, a modern postal system, raised taxes and improved agriculture. The Emperor had a mind open to reform and seemed moved by the arguments I made before him.

Emperor Guangxu was quite interested in reform and moved ahead with many reforms. The Emperor issued a group of edicts in 1898 reforming the examinations, colleges and schools, vocational schools, commerce, agriculture and industry, the armed force, and moved to simplify and clean up the system of government bureaucracy. The Emperor hoped to move the nation forward even further and appointed reformist thinkers as secretaries to help him do so. However, his aunt Empress Cixi did not approve of all these reforms and had heard rumors of a coup against the Emperor. Cixi executed many reformists and many fled to other countries. Finally change was happening, but with the execution of many reformists and the fleeing of many others the momentum for change in China was greatly hindered.

China needed to build strength to be able to withstand Japan. Western technology was also a growing rapidly and China needed to find a way to compete. Kang and I advocated for reform, unlike the past Taiping leaders we wished for china to keep its dignity and culture despite the reforms and worked for reform through the appropriate traditional channels. But after the executions it seemed that the hopes of the Emperor promoting our reforms had ended.

The West powers were becoming stronger and they moved forward with reform, it appeared, without resistance. It was easy to see that the success of the West came from the people and government working together. As a democracy all people were involved in the political process driving the country forward. Their competing ideas helped them to build a strong nation. The idea of the ruler working with the ruled leaves room for a nation that is always ready to be reformed and made stronger.

After Empress Cixi’s executions in 1898 I continued my work in my 14 years of exile still promoting a Constitutional Monarchy for China and spent some time travelling. Most of my exile was spent in Japan where I became China’s first true modern intellectual. My works were smuggled back to China by other reformer like myself. In 1903 I visited the US. I talked to Americans of all persuasions and also Chinese living in the US (Arkush, 81).

I found the founding ideas and spirit of the country to be inspirational and admired the structure of American policy. However, it is not at all without flaw. The country experienced much corruption, extreme economic power of the trusts and a large number of wealthy and impoverished. The US started out as colonies and so it was built from the ground up and possesses a dual system of patriotism. Patriotism to the local and national level (Arkush, 82).

As a republican government the system has a great deal more flaws than would a constitutional monarchy that would allow for more adaptability. After oberserving the Chinese immigrants in Chinatown I concluded that the Chinese were not able to cope with all the freedom that they had been given and needed a centralized government with tighter control. The German statism, I believe would be the most appropriate for China at this time (Arkush, 83).

-Lynching in the US
-Libraries in the US
-Concern over imperialism
-Chinese flaws

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

-Add more about literary career

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

'''Works Cited'''

Arkush, R. David, and Leo Ou-fan. Lee. Land without Ghosts: Chinese Impressions of America from the Mid-nineteenth Century to the Present. Berkeley: University of California, 1989. Print.

Denton, Kirk A. Modern Chinese Literary Thought: Writings on Literature, 1893-1945. Stanford, CA: Stanford UP, 1996. Print.

"Liang Qichao - A Famous Chinese Scholar, Journalist, Philosopher and Reformist - China Culture." History - China Culture. Shanghai News, 2007. Web. 28 Sept. 2011. <http://history.cultural-china.com/en/50History6660.html>.

"Liang Qichao." Angelfire: Welcome to Angelfire. Web. 28 Sept. 2011. <http://www.angelfire.com/co/leong/history12.html>.

"Liang Qichao: China's First Democrat." Asia for Educators | Columbia University. Web. 29 Sept. 2011. <http://afe.easia.columbia.edu/special/china_1950_democratic.htm>.

"Liang Qichao." Web. 29 Sept. 2011. <http://www.renditions.org/renditions/authors/liangqc.html>.

Spence, Jonathan D. The Search for Modern China. New York: Norton, 1990. Print.

Tang, Xiaobing. Global Space and the Nationalist Discourse of Modernity: the Historical Thinking of Liang Qichao. Stanford, CA: Stanford UP, 1996. Print.

Liang Qichao

2011-10-16T06:10:25Z

Liang Qichao:

'''Liang Qichao'''

''(Still a work in progress)''
I was born in 1873 to a farming family in Xinhui of Guangdong Province during the reign of the Qing dynasty and was name Liang Qichao. My father was a rural farmer but was familiar with the Chinese classics and was diligent in introducing me to Chinese literature. By the time I was 9 I would be able to write essays, a thousand words in length. Because of my many accomplishments and thanks to my father’s teaching I was considered a child prodigy. After much diligent study I passed the Xiucai degree provincial examination at age 11. At the age of 16 I passed the Juren degree provincial examination. When 18 I traveled to the capital to take the Jinshi degree national examination and failed.

Despite this small failure I would go on to become an influential scholar, journalist, reformist and philosopher. I studied under Kang Youwei, who was a great teacher and a revolutionary man. In 1890 I became one of his life-long students. Together we wrote many reform memorials in hopes of bringing a positive change to China. I was able to participate in many momentous events. I participated in the first student demonstration in 1895. The demonstration was in protest of the peace treaty we signed with Japan after the close of the Sino-Japanese War.

I was also able to present some memorials to the Emperor himself about abolishing the old examination system as well as encourage him to invest in developing technologies. In 1895 I suggested: bringing the military up-to-date, a state banking system, a network of railways, a fleet specifically for commercial goods, a modern postal system, raised taxes and improved agriculture. The Emperor had a mind open to reform and seemed moved by the arguments I made before him.

Emperor Guangxu was quite interested in reform and moved ahead with many reforms. The Emperor issued a group of edicts in 1898 reforming the examinations, colleges and schools, vocational schools, commerce, agriculture and industry, the armed force, and moved to simplify and clean up the system of government bureaucracy. The Emperor hoped to move the nation forward even further and appointed reformist thinkers as secretaries to help him do so. However, his aunt Empress Cixi did not approve of all these reforms and had heard rumors of a coup against the Emperor. Cixi executed many reformists and many fled to other countries. Finally change was happening, but with the execution of many reformists and the fleeing of many others the momentum for change in China was greatly hindered.

China needed to build strength to be able to withstand Japan. Western technology was also a growing rapidly and China needed to find a way to compete. Kang and I advocated for reform, unlike the past Taiping leaders we wished for china to keep its dignity and culture despite the reforms and worked for reform through the appropriate traditional channels. But after the executions it seemed that the hopes of the Emperor promoting our reforms had ended.

The West powers were becoming stronger and they moved forward with reform, it appeared, without resistance. It was easy to see that the success of the West came from the people and government working together. As a democracy all people were involved in the political process driving the country forward. Their competing ideas helped them to build a strong nation. The idea of the ruler working with the ruled leaves room for a nation that is always ready to be reformed and made stronger.

After Empress Cixi’s executions in 1898 I continued my work in my 14 years of exile still promoting a Constitutional Monarchy for China and spent some time travelling. Most of my exile was spent in Japan where I became China’s first true modern intellectual. My works were smuggled back to China by other reformer like myself. In 1903 I visited the US. I talked to Americans of all persuasions and also Chinese living in the US (Arkush, 81).

I found the founding ideas and spirit of the country to be inspirational and admired the structure of American policy. However, it is not at all without flaw. The country experienced much corruption, extreme economic power of the trusts and a large number of wealthy and impoverished. The US started out as colonies and so it was built from the ground up and possesses a dual system of patriotism. Patriotism to the local and national level (Arkush, 82).

As a republican government the system has a great deal more flaws than would a constitutional monarchy that would allow for more adaptability. After oberserving the Chinese immigrants in Chinatown I concluded that the Chinese were not able to cope with all the freedom that they had been given and needed a centralized government with tighter control. The German statism, I believe would be the most appropriate for China at this time (Arkush, 83).

-Lynching in the US
-Libraries in the US
-Concern over imperialism
-Chinese flaws

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

-Add more about literary career

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

'''Works Cited'''

Arkush, R. David, and Leo Ou-fan. Lee. Land without Ghosts: Chinese Impressions of America from the Mid-nineteenth Century to the Present. Berkeley: University of California, 1989. Print.

Denton, Kirk A. Modern Chinese Literary Thought: Writings on Literature, 1893-1945. Stanford, CA: Stanford UP, 1996. Print.

"Liang Qichao - A Famous Chinese Scholar, Journalist, Philosopher and Reformist - China Culture." History - China Culture. Shanghai News, 2007. Web. 28 Sept. 2011. <http://history.cultural-china.com/en/50History6660.html>.

"Liang Qichao." Angelfire: Welcome to Angelfire. Web. 28 Sept. 2011. <http://www.angelfire.com/co/leong/history12.html>.

"Liang Qichao: China's First Democrat." Asia for Educators | Columbia University. Web. 29 Sept. 2011. <http://afe.easia.columbia.edu/special/china_1950_democratic.htm>.

"Liang Qichao." Web. 29 Sept. 2011. <http://www.renditions.org/renditions/authors/liangqc.html>.

Spence, Jonathan D. The Search for Modern China. New York: Norton, 1990. Print.

Tang, Xiaobing. Global Space and the Nationalist Discourse of Modernity: the Historical Thinking of Liang Qichao. Stanford, CA: Stanford UP, 1996. Print.

Liang Qichao

2011-10-16T06:09:28Z

Liang Qichao:

'''Liang Qichao'''

I was born in 1873 to a farming family in Xinhui of Guangdong Province during the reign of the Qing dynasty and was name Liang Qichao. My father was a rural farmer but was familiar with the Chinese classics and was diligent in introducing me to Chinese literature. By the time I was 9 I would be able to write essays, a thousand words in length. Because of my many accomplishments and thanks to my father’s teaching I was considered a child prodigy. After much diligent study I passed the Xiucai degree provincial examination at age 11. At the age of 16 I passed the Juren degree provincial examination. When 18 I traveled to the capital to take the Jinshi degree national examination and failed.

Despite this small failure I would go on to become an influential scholar, journalist, reformist and philosopher. I studied under Kang Youwei, who was a great teacher and a revolutionary man. In 1890 I became one of his life-long students. Together we wrote many reform memorials in hopes of bringing a positive change to China. I was able to participate in many momentous events. I participated in the first student demonstration in 1895. The demonstration was in protest of the peace treaty we signed with Japan after the close of the Sino-Japanese War.

I was also able to present some memorials to the Emperor himself about abolishing the old examination system as well as encourage him to invest in developing technologies. In 1895 I suggested: bringing the military up-to-date, a state banking system, a network of railways, a fleet specifically for commercial goods, a modern postal system, raised taxes and improved agriculture. The Emperor had a mind open to reform and seemed moved by the arguments I made before him.

Emperor Guangxu was quite interested in reform and moved ahead with many reforms. The Emperor issued a group of edicts in 1898 reforming the examinations, colleges and schools, vocational schools, commerce, agriculture and industry, the armed force, and moved to simplify and clean up the system of government bureaucracy. The Emperor hoped to move the nation forward even further and appointed reformist thinkers as secretaries to help him do so. However, his aunt Empress Cixi did not approve of all these reforms and had heard rumors of a coup against the Emperor. Cixi executed many reformists and many fled to other countries. Finally change was happening, but with the execution of many reformists and the fleeing of many others the momentum for change in China was greatly hindered.

China needed to build strength to be able to withstand Japan. Western technology was also a growing rapidly and China needed to find a way to compete. Kang and I advocated for reform, unlike the past Taiping leaders we wished for china to keep its dignity and culture despite the reforms and worked for reform through the appropriate traditional channels. But after the executions it seemed that the hopes of the Emperor promoting our reforms had ended.

The West powers were becoming stronger and they moved forward with reform, it appeared, without resistance. It was easy to see that the success of the West came from the people and government working together. As a democracy all people were involved in the political process driving the country forward. Their competing ideas helped them to build a strong nation. The idea of the ruler working with the ruled leaves room for a nation that is always ready to be reformed and made stronger.

After Empress Cixi’s executions in 1898 I continued my work in my 14 years of exile still promoting a Constitutional Monarchy for China and spent some time travelling. Most of my exile was spent in Japan where I became China’s first true modern intellectual. My works were smuggled back to China by other reformer like myself. In 1903 I visited the US. I talked to Americans of all persuasions and also Chinese living in the US (Arkush, 81).

I found the founding ideas and spirit of the country to be inspirational and admired the structure of American policy. However, it is not at all without flaw. The country experienced much corruption, extreme economic power of the trusts and a large number of wealthy and impoverished. The US started out as colonies and so it was built from the ground up and possesses a dual system of patriotism. Patriotism to the local and national level (Arkush, 82).

As a republican government the system has a great deal more flaws than would a constitutional monarchy that would allow for more adaptability. After oberserving the Chinese immigrants in Chinatown I concluded that the Chinese were not able to cope with all the freedom that they had been given and needed a centralized government with tighter control. The German statism, I believe would be the most appropriate for China at this time (Arkush, 83).

-Lynching in the US
-Libraries in the US
-Concern over imperialism
-Chinese flaws

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

-Add more about literary career

In 1911 there was a revolution in China. The Chinese people were angry because of perceived government corruption and their inability to resist the intervention of foreign powers. At this time I published a book, “The Construction of New China,” that promoted Republicanism with a nominal monarch. I returned to China in 1912 were I served in Yuan Shikai’s cabinet. When Yuan began to work toward restoring the monarchy I resigned and began to write against restoring the monarchy. I also organized a military that was disbanded after Yuan’s death. From that time until 1917, when I retired from politics, I served in many government capacities and am considered one of the most influential reformists of the Qing dynasty.

'''Works Cited'''

Arkush, R. David, and Leo Ou-fan. Lee. Land without Ghosts: Chinese Impressions of America from the Mid-nineteenth Century to the Present. Berkeley: University of California, 1989. Print.

Denton, Kirk A. Modern Chinese Literary Thought: Writings on Literature, 1893-1945. Stanford, CA: Stanford UP, 1996. Print.

"Liang Qichao - A Famous Chinese Scholar, Journalist, Philosopher and Reformist - China Culture." History - China Culture. Shanghai News, 2007. Web. 28 Sept. 2011. <http://history.cultural-china.com/en/50History6660.html>.

"Liang Qichao." Angelfire: Welcome to Angelfire. Web. 28 Sept. 2011. <http://www.angelfire.com/co/leong/history12.html>.

"Liang Qichao: China's First Democrat." Asia for Educators | Columbia University. Web. 29 Sept. 2011. <http://afe.easia.columbia.edu/special/china_1950_democratic.htm>.

"Liang Qichao." Web. 29 Sept. 2011. <http://www.renditions.org/renditions/authors/liangqc.html>.

Spence, Jonathan D. The Search for Modern China. New York: Norton, 1990. Print.

Tang, Xiaobing. Global Space and the Nationalist Discourse of Modernity: the Historical Thinking of Liang Qichao. Stanford, CA: Stanford UP, 1996. Print.

Liang Qichao

2011-10-16T06:03:52Z

Liang Qichao

2011-10-03T16:51:48Z

Liang Qichao: Created page with ' '''Liang Qichao ''' I was born in 1873 to a farming family in Xinhui of Guangdong Province during the reign of the Qing dynasty and was name Liang Qichao. My father was…'

Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China

2011-09-25T04:16:01Z

Liang Qichao:

Below I will provide a brief outline and summary of Benjamin Elman's article, ''Political, Social and Cultural Reproduction via Civil Service Examinations in Late Imperial China'', in the Journal of Asian Studies.

The article analyzes the transformation of the examinations from 1400AD to 1900AD in Imperial China. A little back ground--prior to 750 the Empire
was ruled by landed aristocrats and following 750 the aristocratic clans began to disolve. Over time the examinations became a dominate force in determining and guiding the characteristics of Chinese society. The examinations provided a way to measure elite culture, society and politics. Examinations helped to make "gentrys" a distinct class. The focal point of any young ambitious male was summed up in these examinations. Families would devote their children to studying solely for these examinations.
Although the exams claimed to be acessable to all many of the requirements excluded a great number of the people of China. For one, the exam required fluency in Mandarian and knowledge of Classic Chinese. Those who lacked sufficiant resources to learn the culture and language necessary for the examinations. Most local Chinese did not speak classic Chinese or speak polished Mandarian. Still the examinations were a success. The examinations gloified those that passed and resulted in an effective way to find successful officials. It was well understood that education was the tool their government used to promote political efficiancy and public order.
The author, Benjamin Elman, writes as his conclusion, "As a political, social and cultural institution the educational system designed for the civil service in China served to defend the legitimate and differentiation of Chinese society into autocratic rulers".

By Liang Qichao

Political, Social & Cultural Reproduction via Civil Service Examinations in Late Imperial China

2011-09-25T04:14:02Z

Liang Qichao: Created page with ' Below I will provide a brief outline and summary of Benjamin Elman's article, ''Political, Social and Cultural Reproduction via Civil Service Examinations in Late Imperial C…'

Below I will provide a brief outline and summary of Benjamin Elman's article, ''Political, Social and Cultural Reproduction via Civil Service Examinations in Late Imperial China'', in the Journal of Asian Studies.

The article analyzes the transformation of the examinations from 1400AD to 1900AD in Imperial China. A little back ground--prior to 750 the Empire was ruled by landed aristocrats and following 750 the aristocratic clans began to disolve. Over time the examinations became a dominate force in determining and guiding the characteristics of Chinese society. The examinations provided a way to measure elite culture, society and politics. Examinations helped to make "gentrys" a distinct class. The focal point of any young ambitious male was summed up in these examinations. Families would devote their children to studying solely for these examinations.
Although the exams claimed to be acessable to all many of the requirements excluded a great number of the people of China. For one, the exam required fluency in Mandarian and knowledge of Classic Chinese. Those who lacked sufficiant resources to learn the culture and language necessary for the examinations. Most local Chinese did not speak classic Chinese or speak polished Mandarian. Still the examinations were a success. The examinations gloified those that passed and resulted in an effective way to find successful officials. It was well understood that education was the tool their government used to promote political efficiancy and public order.
The author, Benjamin Elman, writes as his conclusion, "As a political, social and cultural institution the educational system designed for the civil service in China served to defend the legitimate and differentiation of Chinese society into autocratic rulers".

By Liang Qichao