Difference between revisions of "History of Chinese Studies"

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= History of Sinology =
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== Introduction ==
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The study of China—its language, culture, history, and society—has evolved into a global academic discipline known as Sinology or China Studies. This comprehensive examination of Chinese civilization has developed along different trajectories across the world, shaped by local contexts, historical relationships with China, and varying academic traditions.
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From its early roots in European missionary activities and diplomatic encounters to its contemporary manifestation as a multidisciplinary field encompassing politics, economics, sociology, and cultural studies, Sinology has transformed significantly over the centuries. Today, it represents not merely the study of Chinese language and classical texts, but a broad engagement with all aspects of Chinese society, both historical and contemporary.
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This volume traces the development of Sinological studies across different regions and countries, examining how local contexts, political relationships, and academic institutions have shaped the understanding and interpretation of China. Each regional and national tradition of Sinology reflects unique perspectives, methodologies, and areas of focus, contributing to a rich global tapestry of Chinese studies.
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The geographical scope of this study ranges from the traditional centers of European Sinology to emerging centers in Africa, Latin America, and Asia itself. Each chapter reveals how Sinology has adapted to local academic cultures while maintaining its core mission of understanding Chinese civilization in all its complexity.
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---
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== Europe ==
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=== Germany ===
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'''Author: Michael Knüppel'''
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Although in the 18th and 19th centuries Göttingen had occasionally been occupied with China and Chinese and there were various Sinica in the holdings of the university library, there was virtually no systematic sinological or China-related research in the "Leine metropolis." Nevertheless, a sinological seminar was founded there in 1925—the fourth such institution in Germany after Hamburg (where Otto Franke had worked since 1910), Berlin (where Jan Jacob Maria de Groot had represented Sinology since 1912), and Leipzig (where August Conrady had worked since 1922).
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==== Early Development ====
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The first holder of the chair was '''Erich Haenisch''' (27.8.1880-21.12.1966), a student of Wilhelm Grube, who would later emerge as the most important Manǯurist of his generation. However, he left Göttingen in 1925 to follow a call to Leipzig. During the short period of his work in Göttingen, he represented Chinese, Manǯu and Mongolian at the university.
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After a vacancy, it was '''Gustav Haloun''' (12.1.1898-24.12.1951) who served as a lecturer at the seminar from 1931-1934 and as assistant professor from 1934-1938. However, a chair of Sinology was not established for him due to his negative attitude towards the NSDAP. He followed a call to Cambridge University in 1938 and left the country in the same year. Haloun's achievements included the establishment of a sinological research library, which was, however, lost again in the turmoil of World War II.
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Under Haloun, a lecturer for the Chinese language was also employed for the first time: '''Jì Xiànlín''' (季羡林) (6.8.1911-11.7.2009), who taught at the seminary from 1937-1945.
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==== Post-War Period ====
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After some personnel considerations, '''Hans Otto Heinrich Stange''' (13.11.1903-1978) was finally entrusted with the direction of the seminary. Stange, who was considered "incriminated," was dismissed from the university service in 1945 and the duties in the seminar were transferred to the lecturer '''Peter Olbricht''' (11.11.1909-16.3.2001). Regardless of his past, Stange was appointed associate professor in 1953 and directed the seminary until 1972.
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The Chinese lecturers in the post-war years under Stange's direction included an unknown "Dr Chen" in 1946-1947, Din Shih-do in 1947-1950, Liu Mau-tsai in 1950-1959, Lin Hong-chi in 1959-1960, Kobayashi Takashirō in 1960-1962, Murakami Tetsumi in 1963-1964, Kurokawa Yoichi in 1964-1965, and Jen Pei-shen in 1965-1972.
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==== Modern Era ====
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The Göttingen chair was taken over in 1972 by '''Rolf Trauzettel''' (1.7.1930-11.8.2019), who moved to Bonn in 1977. He was followed by '''Erhard Rosner''', under whose leadership (1977-2005) the seminar developed into an important international institution. In 1982, a chair in Japanese Studies was established, and the institution was renamed the "Ostasiatisches Seminar."
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The next major transformation occurred with '''Axel Schneider''' from Leiden University, who took over the endowed chair in August 2009 and reoriented the institution with a focus on Modern China. Today, the seminar includes multiple chairs covering Modern China, Chinese Society and Economy, and Chinese Didactics, with 15 permanent staff positions and 4 guest lecturers from Sinophone regions.
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=== Belarus ===
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'''Author: Darya Nechyparuk'''
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==== Early Sinology ====
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Belarus became an independent country only recently, having long been part of other states throughout history. Despite this, several early figures from Belarusian territory contributed to Sinological studies.
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'''O. Kovalevsky''' from Grodno was a great 19th-century orientalist and Tibetologist whose Buddhist manuscripts are preserved in Russia and Lithuania, including works on "Buddhist Cosmology."
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'''I. Goshkevich''' (1814-1875), born in modern Gomel region, was a linguist, orientalist, and natural scientist who became a member of the 12th Russian Orthodox Mission to Beijing in 1839. During his nine years in Beijing (1839-1848), he conducted in-depth research on Chinese history, nature, and politics, leaving notes on Chinese agriculture, sericulture, and ink manufacturing methods.
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'''M. Pavlovsky''', born in Mogilev in 1885, compiled and published "Sino-Russian Relations" in New York.
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'''V. Panasuk''' (1924-), born in Polotsk, specialized in translating Chinese classics, including works by Luo Guanzhong, Sima Qian, and Cao Xueqin, and compiled a Chinese-Russian dictionary.
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'''V. Feoktistov''' (1930-), born in Mogilev, focused on Chinese philosophy, particularly Xunzi's philosophical and socio-political views.
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==== Interest in Contemporary China ====
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In the 1920s-1930s, Belarusian scholars began studying Sino-Belarusian relations and Chinese multifaceted culture. Historians and political scientists were particularly interested in China, with their research serving the political situation of the time.
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'''P. Kogan''' analyzed "liberation and revolution" events in his work on Sun Yat-sen, becoming the first written material about Chinese historical evolution in the Belarusian Soviet Socialist Republic territory.
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==== Current Research ====
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Contemporary Belarusian Sinology remains underdeveloped, with limited systematic research. Key contemporary figures include:
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'''V. Hermenchuk''' (1950-), a political scientist who authored "China. Dragon Wings" (2017) and numerous articles analyzing China from Western political science perspectives.
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'''V. Dubovik''' authored "Belarus and China: On the Path of Comprehensive Cooperation" (2015), analyzing Sino-Belarusian relations from a media perspective.
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'''T. Shamyakina''' published "Similarities between Chinese Traditional Calendar and Slavic Mythology" (2010), connecting Chinese and Slavic cultural elements.
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Today, Belarus has six Confucius Institutes, multiple Confucius Classrooms, a Chinese Cultural Center, and a China-Belarus Friendship Center, primarily focused on Chinese language teaching and cultural promotion rather than research.
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---
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## Asia-Pacific
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=== Indonesia ===
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'''Author: Chandra Setiawan'''
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==== Historical Background ====
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The Chinese diaspora in the Indonesian archipelago began during the Han Dynasty, with early presence documented through travel reports of Buddhist monks like Fa-Hian and I-Tsing in the 4th-5th centuries. Chinese settlements became more clearly visible in the 16th century, when Europeans also arrived in the archipelago.
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Leo Suryadinata noted that "Long before the arrival of the Dutch, the Chinese had come to Indonesia." Chinese settlements developed along Java's northern coasts and major trading ports like Banten, Batavia, Cirebon, Semarang, and Surabaya.
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==== Early Development ====
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According to Professor A. Dahana, the study of China in Indonesia began developing at the end of the colonial era, particularly in the first decade of the 20th century. Interest in contemporary Chinese problems increased, especially among Chinese communities, influenced by political developments in China following the emergence of Kang Youwei and Dr. Sun Yat-sen.
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Around this time, the association '''Soe Po Sia''' (''Shubaoshe'') was founded in Batavia as a gathering place for young Chinese descendants to discuss developments in China. The Dutch East Indies Government also formed the '''Kantoor voor Chineesche Zaken''' (Office of Chinese Affairs) to advise the colonial government on Chinese community matters.
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==== Academic Sinology ====
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Sinology as an academic activity in Indonesia began after World War II when two Dutch legal scholars, '''Prof. Dr. Van der Valk''' and '''Dr. Mr. Meyer''', founded the ''Sinologische Instituut'' (Sinology Institute) in 1947 with help from '''Dr. R.P. Kramers'''.
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The first generation of Indonesian sinologists were mostly of Chinese descent, including '''Sie Ing Djiang''', '''Li Chuan Siu''', '''Tan Lan Hiang''', and '''Tan Ngo An'''. The institution was strengthened by '''Professor Tjan Tjoe Som''', a sinologist who graduated from Leiden University.
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==== The Legacy of Tjan Tjoe Som ====
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'''Tjan Tjoe Som''' (1903-1969) became a pivotal figure in Indonesian Sinology. After studying at Leiden University under Prof. Duyvendak, he returned to Indonesia in 1952 to lead the Institute of Sinology at the University of Indonesia. His major work "Po Hu T'ung" was published by Leiden Brill.
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However, his career ended abruptly during the political upheaval of 1965 when he was dismissed from the University of Indonesia due to alleged connections with the Communist Party. He died in Bandung in 1969, a victim of the political turmoil of that period.
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==== Political Periods ====
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'''Old Order (Sukarno Era)''': Various regulations created dilemmas for Chinese communities, including citizenship laws and restrictions on Chinese language education.
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'''New Order (Suharto Era)''': Policies became slightly more economically lenient while maintaining cultural restrictions. The relationship between Indonesia and China was largely frozen.
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'''Reformation Era (1998-present)''': The democratic climate allowed freer China studies. Under Presidents Habibie and Abdurrahman Wahid, restrictions were gradually lifted, and Chinese cultural and religious rights were restored.
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==== Contemporary Development ====
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In 2007, the first Confucius Institute in Indonesia was established at the Jakarta Chinese Language Teaching Center. Ambassador Lan Lijun emphasized that this marked a milestone in China-Indonesia educational cooperation.
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Under President Joko Widodo, Indonesia-China relations have significantly improved, with strengthened cooperation in trade, investment, health, and development of Indonesia's new capital city.
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Current challenges include the need for more qualified sinologists who understand contemporary China beyond language and culture. As noted by a British diplomat: "It is hard to believe that in a country as important as Indonesia, with its ambitions in the region and China right at its front door, there are so few Chinese experts."
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---
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## Africa
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=== Burundi ===
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'''Author: Etienne Bankuwiha (班超)'''
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==== Origins and Development ====
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Burundi and China established diplomatic relations on December 12, 1963, leading to cooperation in multiple areas. The creation of the Confucius Institute at Burundi University in December 2011 marked a turning point in Sino-Burundian educational cooperation and contributed to the emergence of Burundian Sinology.
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The Confucius Institute, established through a partnership between Burundi University and Bohai University (China), began operations in May 2012. Over eleven years, it has trained more than 20,000 Burundians in Chinese language and culture, with over 100 candidates receiving opportunities to study in China.
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==== Institutional Framework ====
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Burundian Sinology developed through several key institutions:
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'''Sino-Burundian Friendship Association (ASIBU)''': Founded in 2007 by Burundians who had studied or worked in China, bringing together former high-ranking officials, diplomats, academics, and young people interested in China-Burundi relations.
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'''Burundian Association of Chinese Interpreters (ABIC)''': Founded in 2018 by 20 young Burundians returning from Chinese universities, now with over 70 members including PhDs, masters, and bachelor's degree holders.
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'''Confucius Institute of Burundi University (ICUB)''': The largest incubator for Burundian Sinologists, where all active researchers have connections.
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'''Burundian Center for Research in Sinology (Cresino Burundi)''': Created in mid-2021 with five research laboratories covering International Chinese Education, Teaching + Skills, Chinese Literature, Chinese Audiovisual Tutorials Production, and Sino-African Relations.
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==== Key Figures and Research ====
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'''Ferdinand Mfititye (弗迪南 Fu Dinan)''': The first official Burundian teacher of Chinese language and culture at ICUB (2018), co-authored the teaching manual "J'aime apprendre la langue chinoise" (2020).
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'''Etienne Bankuwiha (班超 Ban Chao)''': Currently pursuing doctoral studies at Nanjing University, published the first Burundian Sinological article in 2019 and has contributed extensively to Chinese language teaching research.
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'''Adrien Havyarimana (卫青 Wei Qing)''': Pioneer in Chinese literature research, specializing in Modern and Contemporary Chinese Literature.
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'''Fabrice Ntakirutimana (文硕 Wen Shuo)''': Contributed to research on Chinese language learning strategies during the COVID-19 pandemic.
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==== Research Areas ====
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'''Chinese Language Studies''': Focus on teaching methodologies, student behavior analysis, and online learning strategies during COVID-19.
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'''Chinese Culture Studies''': Examination of cultural activities' role in Sino-African relations and intercultural appreciation.
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'''Chinese Literature and Art Studies''': Analysis of Chinese films' reception in international contexts and contemporary Chinese literature.
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==== Future Prospects ====
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Burundi University is developing a new Chinese department, which will ensure the future and continuity of Sinological studies in Burundi. This department will offer courses on Chinese language, society, thought, and culture, encouraging teachers to conduct deeper research to guarantee better teaching quality.
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=== Benin ===
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'''Author: Dr. Vignon Maurice Gountin'''
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==== Background and Establishment ====
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Benin's Sinological development has been closely tied to Chinese language education. Based on long-standing cultural exchanges between China and Benin, Abomey-Calavi University established Benin's first Confucius Institute in 2009.
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The Confucius Institute of Abomey-Calavi University (IC-UAC) was inaugurated on March 25, 2009, as Benin's first and Africa's tenth Confucius Institute. The ceremony was attended by Chinese Vice Foreign Minister Zhai Jun, Benin's Minister of Higher Education and Research François Abiola, and University President Cossi Norbert Awanou.
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==== Development Trajectory ====
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The institute represents cooperation between Abomey-Calavi University and China's National Leading Group Office for Teaching Chinese as a Foreign Language (Hanban), with Chongqing Jiaotong University as the Chinese partner institution.
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'''Initial Phase (2009-2013)''': The institute began with Chinese language training classes, attracting approximately 150 students annually, many from the English department treating Chinese as a second foreign language.
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'''Expansion Phase (2013-2016)''': In October 2013, a Chinese undergraduate program was established. Student numbers in the undergraduate program grew from 20 in 2013-2014 to nearly 100 across three grades by 2015-2016.
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'''Professional Development (2016-present)''': A Chinese Teacher Training program was approved and began enrollment in November 2016.
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==== Institutional Structure ====
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The institute operates under joint Chinese-Beninese management, with co-directors appointed by their respective institutions. Faculty includes both Chinese teachers sent by Hanban and local Beninese teachers.
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'''Curriculum''': Courses range from basic Chinese language to specialized programs including Engineering Chinese, Business Chinese, translation, French, linguistics, Chinese culture, and Chinese history.
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'''Cultural Activities''': Weekly cultural practice sessions include paper cutting, Chinese painting, calligraphy, tea ceremony, traditional and modern songs and dances, martial arts, and Tai Chi.
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==== Challenges and Solutions ====
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'''Language Complexity''': For French speakers, Chinese is perceived as one of the world's most complex languages, creating initial reluctance.
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'''Policy Support''': Lack of government policies mandating or promoting Chinese language learning, unlike other foreign languages already integrated into the education system.
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'''Institutional Commitment''': Varying levels of enthusiasm from private school administrators despite recognition of China's rising importance.
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'''Teacher Shortage''': Insufficient qualified teachers to meet growing demand from educational institutions.
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'''Infrastructure''': Limited modern language teaching equipment outside the main university campus.
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==== Current Status and Expansion ====
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By 2016, approximately 10,000 people were studying Chinese in Benin across:
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- 2 of 4 public universities
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- 6 of 137 private universities 
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- 19 educational institutions
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- 4 of 5 major cities (Cotonou, Porto-Novo, Lokossa, and Bohicon)
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- 5 of 12 provinces
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The institute has established teaching points beyond the main campus, including partnerships with the National University of Agriculture in Porto-Novo and the Comprehensive Technical Institute (EPAC) through a 2+2 cooperation agreement with Chongqing Jiaotong University.
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---
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## Latin America
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=== Argentina ===
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'''Author: Dr. Jorge Malena'''
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==== Historical Development ====
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Argentina represents one of the most significant centers for China studies in Latin America, alongside Peru, Ecuador, Brazil, and Chile. The work occurs primarily in universities, with varying degrees of institutional specialization in China-Latin America linkages.
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==== Major Academic Institutions ====
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'''National University of La Plata (UNLP)''': Has maintained a Center for Chinese Studies since 1996, conducting research on multiple China-related themes and facilitating student and teacher exchanges. In 2016, the Center created a postgraduate program in Chinese Studies (Especialización en Estudios Chinos).
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'''University of Buenos Aires (UBA)''': Houses several China-focused units:
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- Group of East Asian Studies (GEEA): Established in 2001 within the Faculty of Social Sciences
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- Center for Argentina-China Studies (CEACh): Focuses on Chinese history, culture, contemporary China studies, and comparative studies
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- Study Group for Asia and Latin America (GESAAL): Develops Asian studies from a Latin American multidisciplinary perspective
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- Confucius Institute: Established in 2009 at the Faculty of Economic Sciences
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'''University of Salvador (USAL)''': Features a long-standing School of Oriental Studies that was the first to provide courses on Chinese history, literature, philosophy, and religions for many years.
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==== Think Tanks and Research Centers ====
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'''Argentine Council for International Relations (CARI)''': Argentina's largest international relations think tank, founded in 1978, includes an Oriental Affairs Committee with a dedicated China Working Group.
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'''Center for State and Society Studies (CEDES)''': Founded in 1975, conducts interdisciplinary research including China-focused projects.
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'''Argentine Network of Professionals on Foreign Policy (REDAPPE)''': Founded in 2019, includes a China and Asian Affairs Commission.
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==== Contemporary Programs ====
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Multiple universities now offer specialized China studies programs:
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'''Catholic University of Argentina (UCA)''': Offers an "Executive Program on Contemporary China" and a "Postgraduate on China Studies in the Global Era" launched in 2022.
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'''National University of Lanús (UNLa)''': Established a Postgraduate Diploma in Contemporary China Studies in 2015, the first created by a public university in Argentina.
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'''Catholic University of Córdoba (UCC)''': Created a Center for Belt and Road Studies in 2020, the first academic center focusing on China studies in Córdoba province.
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==== Research Networks ====
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'''Sino-Argentine Observatory''': An organization bringing together professionals from different disciplines to study Argentina-China links and provide policy recommendations.
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'''Latin American Center for Political and Economic Studies of China (CLEPEC)''': Established in 2013 by young Latin American politicians who had visited China.
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'''Argentina-China Former Fellows Association (ADEBAC)''': Aims to boost cultural and educational cooperation between Argentina and China.
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==== Challenges and Fragmentation ====
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Despite the extensive institutional network, scholars note that the China-Latin America work is fragmented in Argentina, lacking a central institutional nucleus or network. This dispersion can lead to duplication of efforts and hinder collaboration among institutions.
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Research funding comes primarily from public agencies like FONCYT and CONICET, which have developed several China-focused initiatives including joint research centers with Chinese institutions.
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---
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## Central Asia and Commonwealth of Independent States
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=== Afghanistan ===
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'''Author: Hussain Aryan'''
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==== Historical Background ====
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Afghanistan's Sinological history can be traced back to ancient times due to its geographic position as a crossroads between Central and South Asia, making it an important node on the Silk Road and a center for cultural exchange.
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==== Ancient Sinologists ====
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During ancient times, Afghanistan was part of the Silk Road, facilitating frequent cultural and commercial exchanges between China and Central Asia during the Han and Tang dynasties. Several Afghan scholars and travelers conducted in-depth research on Chinese culture and Buddhism:
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'''Kanishka''': A ruler of the Kushan Kingdom in northern Afghanistan who was enthusiastic about Buddhism and had strong interests in Buddhist and Chinese culture. During his reign, the Kushan Kingdom established close ties with China's Han Dynasty, promoting Han-Tibetan Buddhist exchanges.
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'''Xuanzang (遮傲)''': A famous ancient Afghan Sinologist and Buddhist missionary who lived in the 7th century. His work "Records of the Western Regions of the Great Tang" detailed his westward journey to obtain Buddhist scriptures, passing through Afghanistan and other regions.
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'''Zheng He (郑和)''': The Ming Dynasty navigator and military general who led Chinese fleets on seven ocean voyages, some reaching regions including Afghanistan's Bosnia, conducting exchanges with local governments and peoples.
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==== Modern Sinologists ====
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In modern times, Afghan Sinological research has developed further. Since the 20th century, some Afghan scholars have studied Chinese culture, history, language, and literature through study abroad or cooperation with Chinese academic institutions.
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'''Ahmad Ali Kohzad''': A famous Afghan Sinologist and historian who studied in China and earned a master's degree specializing in Chinese history and culture. His research focused on historical exchanges between China and Afghanistan, cultural influences, and Silk Road history.
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'''Aslam Alamzai''': An outstanding Afghan Sinologist with deep expertise in Chinese culture and history. His research areas include ancient Chinese philosophy, literature, and art, as well as historical connections between China and Central Asia.
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'''Anis Behzad''': A renowned Afghan scholar and Sinologist whose research primarily involves Chinese history, culture, and art. He studied in China and attended multiple Chinese universities, developing deep understanding of ancient Chinese culture and art.
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==== Chinese Language Education ====
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With China's rise and increased foreign exchanges, Afghanistan's demand for Chinese language education has grown. Many Afghan schools and universities have introduced Chinese language courses, training students' Chinese language abilities. Afghan Sinologists have played important roles in teaching, textbook development, and teacher training.
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==== Roles and Contributions ====
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Afghan Sinologists serve multiple important functions:
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'''Cultural Heritage and Research''': Through in-depth study of Chinese culture, history, language, and literature, they help preserve and promote Chinese culture for the Afghan people.
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'''Education and Academia''': They participate in developing Chinese language curricula and training Afghan students' Chinese language abilities while providing research results about China to Afghan academia.
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'''Cultural Exchange and Friendship''': Their work helps deepen cultural exchanges and friendship between China and Afghanistan through academic research, cultural activities, and exchange projects.
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'''Bridge Role''': They serve as bridges between China and Afghanistan, promoting connections and cooperation in cultural, educational, economic, and political fields.
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'''Commercial Exchange Support''': Their research and language abilities provide important support for China-Afghanistan commercial exchanges, serving as translators and cultural intermediaries.
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'''Talent Development''': Their work in Chinese language education helps cultivate more Afghan talent with Chinese language abilities.
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'''Silk Road Cultural Heritage Protection''': As part of the Silk Road, Afghanistan possesses rich historical and cultural heritage. Afghan Sinologists' research helps protect and preserve these precious cultural assets.
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'''Regional Cooperation Promotion''': Their work contributes to Central Asian regional cooperation and development, providing important reference and support for cooperation among Central Asian countries.
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The development of Afghan Sinology faces challenges due to historical circumstances, but recent years have shown positive trends with increased Chinese language education and academic exchanges. Afghan Sinologists continue to play crucial roles in promoting China-Afghanistan academic and cultural cooperation.
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---
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## Conclusion
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This examination of Sinology's global development reveals the diverse ways in which different regions and countries have approached the study of China. From the traditional philological approaches of European Sinology to the practical, policy-oriented studies emerging in developing nations, each tradition reflects unique historical circumstances, academic cultures, and contemporary needs.
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The evolution of Sinology from a primarily linguistic and literary discipline to a comprehensive field encompassing contemporary politics, economics, and society demonstrates the dynamic nature of China studies. As China's global influence continues to expand, the importance of nuanced, culturally informed understanding of Chinese civilization becomes ever more critical.
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The regional variations documented in this volume highlight both the universality of interest in China and the particularity of local academic traditions. Whether through the establishment of Confucius Institutes, the development of specialized research centers, or the training of local scholars, each country and region has developed its own approach to understanding China while contributing to the global conversation about Chinese civilization.
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The future of Sinology lies not only in traditional centers of learning but increasingly in emerging academic communities worldwide, each bringing fresh perspectives and methodologies to the understanding of one of the world's most complex and influential civilizations.
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=Appendix: Notes=
 
Welcome to the Project Website "History of Chinese Studies" by the International Chinese Studies Centre, Hunan Normal University, China.
 
Welcome to the Project Website "History of Chinese Studies" by the International Chinese Studies Centre, Hunan Normal University, China.
  

Revision as of 10:59, 29 May 2025

History of Sinology

Introduction

The study of China—its language, culture, history, and society—has evolved into a global academic discipline known as Sinology or China Studies. This comprehensive examination of Chinese civilization has developed along different trajectories across the world, shaped by local contexts, historical relationships with China, and varying academic traditions.

From its early roots in European missionary activities and diplomatic encounters to its contemporary manifestation as a multidisciplinary field encompassing politics, economics, sociology, and cultural studies, Sinology has transformed significantly over the centuries. Today, it represents not merely the study of Chinese language and classical texts, but a broad engagement with all aspects of Chinese society, both historical and contemporary.

This volume traces the development of Sinological studies across different regions and countries, examining how local contexts, political relationships, and academic institutions have shaped the understanding and interpretation of China. Each regional and national tradition of Sinology reflects unique perspectives, methodologies, and areas of focus, contributing to a rich global tapestry of Chinese studies.

The geographical scope of this study ranges from the traditional centers of European Sinology to emerging centers in Africa, Latin America, and Asia itself. Each chapter reveals how Sinology has adapted to local academic cultures while maintaining its core mission of understanding Chinese civilization in all its complexity.

---

Europe

Germany

Author: Michael Knüppel

Although in the 18th and 19th centuries Göttingen had occasionally been occupied with China and Chinese and there were various Sinica in the holdings of the university library, there was virtually no systematic sinological or China-related research in the "Leine metropolis." Nevertheless, a sinological seminar was founded there in 1925—the fourth such institution in Germany after Hamburg (where Otto Franke had worked since 1910), Berlin (where Jan Jacob Maria de Groot had represented Sinology since 1912), and Leipzig (where August Conrady had worked since 1922).

Early Development

The first holder of the chair was Erich Haenisch (27.8.1880-21.12.1966), a student of Wilhelm Grube, who would later emerge as the most important Manǯurist of his generation. However, he left Göttingen in 1925 to follow a call to Leipzig. During the short period of his work in Göttingen, he represented Chinese, Manǯu and Mongolian at the university.

After a vacancy, it was Gustav Haloun (12.1.1898-24.12.1951) who served as a lecturer at the seminar from 1931-1934 and as assistant professor from 1934-1938. However, a chair of Sinology was not established for him due to his negative attitude towards the NSDAP. He followed a call to Cambridge University in 1938 and left the country in the same year. Haloun's achievements included the establishment of a sinological research library, which was, however, lost again in the turmoil of World War II.

Under Haloun, a lecturer for the Chinese language was also employed for the first time: Jì Xiànlín (季羡林) (6.8.1911-11.7.2009), who taught at the seminary from 1937-1945.

Post-War Period

After some personnel considerations, Hans Otto Heinrich Stange (13.11.1903-1978) was finally entrusted with the direction of the seminary. Stange, who was considered "incriminated," was dismissed from the university service in 1945 and the duties in the seminar were transferred to the lecturer Peter Olbricht (11.11.1909-16.3.2001). Regardless of his past, Stange was appointed associate professor in 1953 and directed the seminary until 1972.

The Chinese lecturers in the post-war years under Stange's direction included an unknown "Dr Chen" in 1946-1947, Din Shih-do in 1947-1950, Liu Mau-tsai in 1950-1959, Lin Hong-chi in 1959-1960, Kobayashi Takashirō in 1960-1962, Murakami Tetsumi in 1963-1964, Kurokawa Yoichi in 1964-1965, and Jen Pei-shen in 1965-1972.

Modern Era

The Göttingen chair was taken over in 1972 by Rolf Trauzettel (1.7.1930-11.8.2019), who moved to Bonn in 1977. He was followed by Erhard Rosner, under whose leadership (1977-2005) the seminar developed into an important international institution. In 1982, a chair in Japanese Studies was established, and the institution was renamed the "Ostasiatisches Seminar."

The next major transformation occurred with Axel Schneider from Leiden University, who took over the endowed chair in August 2009 and reoriented the institution with a focus on Modern China. Today, the seminar includes multiple chairs covering Modern China, Chinese Society and Economy, and Chinese Didactics, with 15 permanent staff positions and 4 guest lecturers from Sinophone regions.

Belarus

Author: Darya Nechyparuk

Early Sinology

Belarus became an independent country only recently, having long been part of other states throughout history. Despite this, several early figures from Belarusian territory contributed to Sinological studies.

O. Kovalevsky from Grodno was a great 19th-century orientalist and Tibetologist whose Buddhist manuscripts are preserved in Russia and Lithuania, including works on "Buddhist Cosmology."

I. Goshkevich (1814-1875), born in modern Gomel region, was a linguist, orientalist, and natural scientist who became a member of the 12th Russian Orthodox Mission to Beijing in 1839. During his nine years in Beijing (1839-1848), he conducted in-depth research on Chinese history, nature, and politics, leaving notes on Chinese agriculture, sericulture, and ink manufacturing methods.

M. Pavlovsky, born in Mogilev in 1885, compiled and published "Sino-Russian Relations" in New York.

V. Panasuk (1924-), born in Polotsk, specialized in translating Chinese classics, including works by Luo Guanzhong, Sima Qian, and Cao Xueqin, and compiled a Chinese-Russian dictionary.

V. Feoktistov (1930-), born in Mogilev, focused on Chinese philosophy, particularly Xunzi's philosophical and socio-political views.

Interest in Contemporary China

In the 1920s-1930s, Belarusian scholars began studying Sino-Belarusian relations and Chinese multifaceted culture. Historians and political scientists were particularly interested in China, with their research serving the political situation of the time.

P. Kogan analyzed "liberation and revolution" events in his work on Sun Yat-sen, becoming the first written material about Chinese historical evolution in the Belarusian Soviet Socialist Republic territory.

Current Research

Contemporary Belarusian Sinology remains underdeveloped, with limited systematic research. Key contemporary figures include:

V. Hermenchuk (1950-), a political scientist who authored "China. Dragon Wings" (2017) and numerous articles analyzing China from Western political science perspectives.

V. Dubovik authored "Belarus and China: On the Path of Comprehensive Cooperation" (2015), analyzing Sino-Belarusian relations from a media perspective.

T. Shamyakina published "Similarities between Chinese Traditional Calendar and Slavic Mythology" (2010), connecting Chinese and Slavic cultural elements.

Today, Belarus has six Confucius Institutes, multiple Confucius Classrooms, a Chinese Cultural Center, and a China-Belarus Friendship Center, primarily focused on Chinese language teaching and cultural promotion rather than research.

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    1. Asia-Pacific

Indonesia

Author: Chandra Setiawan

Historical Background

The Chinese diaspora in the Indonesian archipelago began during the Han Dynasty, with early presence documented through travel reports of Buddhist monks like Fa-Hian and I-Tsing in the 4th-5th centuries. Chinese settlements became more clearly visible in the 16th century, when Europeans also arrived in the archipelago.

Leo Suryadinata noted that "Long before the arrival of the Dutch, the Chinese had come to Indonesia." Chinese settlements developed along Java's northern coasts and major trading ports like Banten, Batavia, Cirebon, Semarang, and Surabaya.

Early Development

According to Professor A. Dahana, the study of China in Indonesia began developing at the end of the colonial era, particularly in the first decade of the 20th century. Interest in contemporary Chinese problems increased, especially among Chinese communities, influenced by political developments in China following the emergence of Kang Youwei and Dr. Sun Yat-sen.

Around this time, the association Soe Po Sia (Shubaoshe) was founded in Batavia as a gathering place for young Chinese descendants to discuss developments in China. The Dutch East Indies Government also formed the Kantoor voor Chineesche Zaken (Office of Chinese Affairs) to advise the colonial government on Chinese community matters.

Academic Sinology

Sinology as an academic activity in Indonesia began after World War II when two Dutch legal scholars, Prof. Dr. Van der Valk and Dr. Mr. Meyer, founded the Sinologische Instituut (Sinology Institute) in 1947 with help from Dr. R.P. Kramers.

The first generation of Indonesian sinologists were mostly of Chinese descent, including Sie Ing Djiang, Li Chuan Siu, Tan Lan Hiang, and Tan Ngo An. The institution was strengthened by Professor Tjan Tjoe Som, a sinologist who graduated from Leiden University.

The Legacy of Tjan Tjoe Som

Tjan Tjoe Som (1903-1969) became a pivotal figure in Indonesian Sinology. After studying at Leiden University under Prof. Duyvendak, he returned to Indonesia in 1952 to lead the Institute of Sinology at the University of Indonesia. His major work "Po Hu T'ung" was published by Leiden Brill.

However, his career ended abruptly during the political upheaval of 1965 when he was dismissed from the University of Indonesia due to alleged connections with the Communist Party. He died in Bandung in 1969, a victim of the political turmoil of that period.

Political Periods

Old Order (Sukarno Era): Various regulations created dilemmas for Chinese communities, including citizenship laws and restrictions on Chinese language education.

New Order (Suharto Era): Policies became slightly more economically lenient while maintaining cultural restrictions. The relationship between Indonesia and China was largely frozen.

Reformation Era (1998-present): The democratic climate allowed freer China studies. Under Presidents Habibie and Abdurrahman Wahid, restrictions were gradually lifted, and Chinese cultural and religious rights were restored.

Contemporary Development

In 2007, the first Confucius Institute in Indonesia was established at the Jakarta Chinese Language Teaching Center. Ambassador Lan Lijun emphasized that this marked a milestone in China-Indonesia educational cooperation.

Under President Joko Widodo, Indonesia-China relations have significantly improved, with strengthened cooperation in trade, investment, health, and development of Indonesia's new capital city.

Current challenges include the need for more qualified sinologists who understand contemporary China beyond language and culture. As noted by a British diplomat: "It is hard to believe that in a country as important as Indonesia, with its ambitions in the region and China right at its front door, there are so few Chinese experts."

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    1. Africa

Burundi

Author: Etienne Bankuwiha (班超)

Origins and Development

Burundi and China established diplomatic relations on December 12, 1963, leading to cooperation in multiple areas. The creation of the Confucius Institute at Burundi University in December 2011 marked a turning point in Sino-Burundian educational cooperation and contributed to the emergence of Burundian Sinology.

The Confucius Institute, established through a partnership between Burundi University and Bohai University (China), began operations in May 2012. Over eleven years, it has trained more than 20,000 Burundians in Chinese language and culture, with over 100 candidates receiving opportunities to study in China.

Institutional Framework

Burundian Sinology developed through several key institutions:

Sino-Burundian Friendship Association (ASIBU): Founded in 2007 by Burundians who had studied or worked in China, bringing together former high-ranking officials, diplomats, academics, and young people interested in China-Burundi relations.

Burundian Association of Chinese Interpreters (ABIC): Founded in 2018 by 20 young Burundians returning from Chinese universities, now with over 70 members including PhDs, masters, and bachelor's degree holders.

Confucius Institute of Burundi University (ICUB): The largest incubator for Burundian Sinologists, where all active researchers have connections.

Burundian Center for Research in Sinology (Cresino Burundi): Created in mid-2021 with five research laboratories covering International Chinese Education, Teaching + Skills, Chinese Literature, Chinese Audiovisual Tutorials Production, and Sino-African Relations.

Key Figures and Research

Ferdinand Mfititye (弗迪南 Fu Dinan): The first official Burundian teacher of Chinese language and culture at ICUB (2018), co-authored the teaching manual "J'aime apprendre la langue chinoise" (2020).

Etienne Bankuwiha (班超 Ban Chao): Currently pursuing doctoral studies at Nanjing University, published the first Burundian Sinological article in 2019 and has contributed extensively to Chinese language teaching research.

Adrien Havyarimana (卫青 Wei Qing): Pioneer in Chinese literature research, specializing in Modern and Contemporary Chinese Literature.

Fabrice Ntakirutimana (文硕 Wen Shuo): Contributed to research on Chinese language learning strategies during the COVID-19 pandemic.

Research Areas

Chinese Language Studies: Focus on teaching methodologies, student behavior analysis, and online learning strategies during COVID-19.

Chinese Culture Studies: Examination of cultural activities' role in Sino-African relations and intercultural appreciation.

Chinese Literature and Art Studies: Analysis of Chinese films' reception in international contexts and contemporary Chinese literature.

Future Prospects

Burundi University is developing a new Chinese department, which will ensure the future and continuity of Sinological studies in Burundi. This department will offer courses on Chinese language, society, thought, and culture, encouraging teachers to conduct deeper research to guarantee better teaching quality.

Benin

Author: Dr. Vignon Maurice Gountin

Background and Establishment

Benin's Sinological development has been closely tied to Chinese language education. Based on long-standing cultural exchanges between China and Benin, Abomey-Calavi University established Benin's first Confucius Institute in 2009.

The Confucius Institute of Abomey-Calavi University (IC-UAC) was inaugurated on March 25, 2009, as Benin's first and Africa's tenth Confucius Institute. The ceremony was attended by Chinese Vice Foreign Minister Zhai Jun, Benin's Minister of Higher Education and Research François Abiola, and University President Cossi Norbert Awanou.

Development Trajectory

The institute represents cooperation between Abomey-Calavi University and China's National Leading Group Office for Teaching Chinese as a Foreign Language (Hanban), with Chongqing Jiaotong University as the Chinese partner institution.

Initial Phase (2009-2013): The institute began with Chinese language training classes, attracting approximately 150 students annually, many from the English department treating Chinese as a second foreign language.

Expansion Phase (2013-2016): In October 2013, a Chinese undergraduate program was established. Student numbers in the undergraduate program grew from 20 in 2013-2014 to nearly 100 across three grades by 2015-2016.

Professional Development (2016-present): A Chinese Teacher Training program was approved and began enrollment in November 2016.

Institutional Structure

The institute operates under joint Chinese-Beninese management, with co-directors appointed by their respective institutions. Faculty includes both Chinese teachers sent by Hanban and local Beninese teachers.

Curriculum: Courses range from basic Chinese language to specialized programs including Engineering Chinese, Business Chinese, translation, French, linguistics, Chinese culture, and Chinese history.

Cultural Activities: Weekly cultural practice sessions include paper cutting, Chinese painting, calligraphy, tea ceremony, traditional and modern songs and dances, martial arts, and Tai Chi.

Challenges and Solutions

Language Complexity: For French speakers, Chinese is perceived as one of the world's most complex languages, creating initial reluctance.

Policy Support: Lack of government policies mandating or promoting Chinese language learning, unlike other foreign languages already integrated into the education system.

Institutional Commitment: Varying levels of enthusiasm from private school administrators despite recognition of China's rising importance.

Teacher Shortage: Insufficient qualified teachers to meet growing demand from educational institutions.

Infrastructure: Limited modern language teaching equipment outside the main university campus.

Current Status and Expansion

By 2016, approximately 10,000 people were studying Chinese in Benin across: - 2 of 4 public universities - 6 of 137 private universities - 19 educational institutions - 4 of 5 major cities (Cotonou, Porto-Novo, Lokossa, and Bohicon) - 5 of 12 provinces

The institute has established teaching points beyond the main campus, including partnerships with the National University of Agriculture in Porto-Novo and the Comprehensive Technical Institute (EPAC) through a 2+2 cooperation agreement with Chongqing Jiaotong University.

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    1. Latin America

Argentina

Author: Dr. Jorge Malena

Historical Development

Argentina represents one of the most significant centers for China studies in Latin America, alongside Peru, Ecuador, Brazil, and Chile. The work occurs primarily in universities, with varying degrees of institutional specialization in China-Latin America linkages.

Major Academic Institutions

National University of La Plata (UNLP): Has maintained a Center for Chinese Studies since 1996, conducting research on multiple China-related themes and facilitating student and teacher exchanges. In 2016, the Center created a postgraduate program in Chinese Studies (Especialización en Estudios Chinos).

University of Buenos Aires (UBA): Houses several China-focused units: - Group of East Asian Studies (GEEA): Established in 2001 within the Faculty of Social Sciences - Center for Argentina-China Studies (CEACh): Focuses on Chinese history, culture, contemporary China studies, and comparative studies - Study Group for Asia and Latin America (GESAAL): Develops Asian studies from a Latin American multidisciplinary perspective - Confucius Institute: Established in 2009 at the Faculty of Economic Sciences

University of Salvador (USAL): Features a long-standing School of Oriental Studies that was the first to provide courses on Chinese history, literature, philosophy, and religions for many years.

Think Tanks and Research Centers

Argentine Council for International Relations (CARI): Argentina's largest international relations think tank, founded in 1978, includes an Oriental Affairs Committee with a dedicated China Working Group.

Center for State and Society Studies (CEDES): Founded in 1975, conducts interdisciplinary research including China-focused projects.

Argentine Network of Professionals on Foreign Policy (REDAPPE): Founded in 2019, includes a China and Asian Affairs Commission.

Contemporary Programs

Multiple universities now offer specialized China studies programs:

Catholic University of Argentina (UCA): Offers an "Executive Program on Contemporary China" and a "Postgraduate on China Studies in the Global Era" launched in 2022.

National University of Lanús (UNLa): Established a Postgraduate Diploma in Contemporary China Studies in 2015, the first created by a public university in Argentina.

Catholic University of Córdoba (UCC): Created a Center for Belt and Road Studies in 2020, the first academic center focusing on China studies in Córdoba province.

Research Networks

Sino-Argentine Observatory: An organization bringing together professionals from different disciplines to study Argentina-China links and provide policy recommendations.

Latin American Center for Political and Economic Studies of China (CLEPEC): Established in 2013 by young Latin American politicians who had visited China.

Argentina-China Former Fellows Association (ADEBAC): Aims to boost cultural and educational cooperation between Argentina and China.

Challenges and Fragmentation

Despite the extensive institutional network, scholars note that the China-Latin America work is fragmented in Argentina, lacking a central institutional nucleus or network. This dispersion can lead to duplication of efforts and hinder collaboration among institutions.

Research funding comes primarily from public agencies like FONCYT and CONICET, which have developed several China-focused initiatives including joint research centers with Chinese institutions.

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    1. Central Asia and Commonwealth of Independent States

Afghanistan

Author: Hussain Aryan

Historical Background

Afghanistan's Sinological history can be traced back to ancient times due to its geographic position as a crossroads between Central and South Asia, making it an important node on the Silk Road and a center for cultural exchange.

Ancient Sinologists

During ancient times, Afghanistan was part of the Silk Road, facilitating frequent cultural and commercial exchanges between China and Central Asia during the Han and Tang dynasties. Several Afghan scholars and travelers conducted in-depth research on Chinese culture and Buddhism:

Kanishka: A ruler of the Kushan Kingdom in northern Afghanistan who was enthusiastic about Buddhism and had strong interests in Buddhist and Chinese culture. During his reign, the Kushan Kingdom established close ties with China's Han Dynasty, promoting Han-Tibetan Buddhist exchanges.

Xuanzang (遮傲): A famous ancient Afghan Sinologist and Buddhist missionary who lived in the 7th century. His work "Records of the Western Regions of the Great Tang" detailed his westward journey to obtain Buddhist scriptures, passing through Afghanistan and other regions.

Zheng He (郑和): The Ming Dynasty navigator and military general who led Chinese fleets on seven ocean voyages, some reaching regions including Afghanistan's Bosnia, conducting exchanges with local governments and peoples.

Modern Sinologists

In modern times, Afghan Sinological research has developed further. Since the 20th century, some Afghan scholars have studied Chinese culture, history, language, and literature through study abroad or cooperation with Chinese academic institutions.

Ahmad Ali Kohzad: A famous Afghan Sinologist and historian who studied in China and earned a master's degree specializing in Chinese history and culture. His research focused on historical exchanges between China and Afghanistan, cultural influences, and Silk Road history.

Aslam Alamzai: An outstanding Afghan Sinologist with deep expertise in Chinese culture and history. His research areas include ancient Chinese philosophy, literature, and art, as well as historical connections between China and Central Asia.

Anis Behzad: A renowned Afghan scholar and Sinologist whose research primarily involves Chinese history, culture, and art. He studied in China and attended multiple Chinese universities, developing deep understanding of ancient Chinese culture and art.

Chinese Language Education

With China's rise and increased foreign exchanges, Afghanistan's demand for Chinese language education has grown. Many Afghan schools and universities have introduced Chinese language courses, training students' Chinese language abilities. Afghan Sinologists have played important roles in teaching, textbook development, and teacher training.

Roles and Contributions

Afghan Sinologists serve multiple important functions:

Cultural Heritage and Research: Through in-depth study of Chinese culture, history, language, and literature, they help preserve and promote Chinese culture for the Afghan people.

Education and Academia: They participate in developing Chinese language curricula and training Afghan students' Chinese language abilities while providing research results about China to Afghan academia.

Cultural Exchange and Friendship: Their work helps deepen cultural exchanges and friendship between China and Afghanistan through academic research, cultural activities, and exchange projects.

Bridge Role: They serve as bridges between China and Afghanistan, promoting connections and cooperation in cultural, educational, economic, and political fields.

Commercial Exchange Support: Their research and language abilities provide important support for China-Afghanistan commercial exchanges, serving as translators and cultural intermediaries.

Talent Development: Their work in Chinese language education helps cultivate more Afghan talent with Chinese language abilities.

Silk Road Cultural Heritage Protection: As part of the Silk Road, Afghanistan possesses rich historical and cultural heritage. Afghan Sinologists' research helps protect and preserve these precious cultural assets.

Regional Cooperation Promotion: Their work contributes to Central Asian regional cooperation and development, providing important reference and support for cooperation among Central Asian countries.

The development of Afghan Sinology faces challenges due to historical circumstances, but recent years have shown positive trends with increased Chinese language education and academic exchanges. Afghan Sinologists continue to play crucial roles in promoting China-Afghanistan academic and cultural cooperation.

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    1. Conclusion

This examination of Sinology's global development reveals the diverse ways in which different regions and countries have approached the study of China. From the traditional philological approaches of European Sinology to the practical, policy-oriented studies emerging in developing nations, each tradition reflects unique historical circumstances, academic cultures, and contemporary needs.

The evolution of Sinology from a primarily linguistic and literary discipline to a comprehensive field encompassing contemporary politics, economics, and society demonstrates the dynamic nature of China studies. As China's global influence continues to expand, the importance of nuanced, culturally informed understanding of Chinese civilization becomes ever more critical.

The regional variations documented in this volume highlight both the universality of interest in China and the particularity of local academic traditions. Whether through the establishment of Confucius Institutes, the development of specialized research centers, or the training of local scholars, each country and region has developed its own approach to understanding China while contributing to the global conversation about Chinese civilization.

The future of Sinology lies not only in traditional centers of learning but increasingly in emerging academic communities worldwide, each bringing fresh perspectives and methodologies to the understanding of one of the world's most complex and influential civilizations.

Appendix: Notes

Welcome to the Project Website "History of Chinese Studies" by the International Chinese Studies Centre, Hunan Normal University, China.

Willkommen auf der Projekt-Website "Geschichte der Chinawissenschaften" des International Chinese Studies Centre, Hunan Normal-Universität, China.

欢迎访问湖南师范大学外语学院国际汉学中心《汉学史》项目网页。

History_of_Chinese_Studies

Portugal: haoyun895@gmail.com +351 963550900, 欧安娜 Ana Alves (哲学 CCCM Coordinator for Macao), evtl. Roderich Ptak (dt.-port., Religionen)

Further colleagues to be approached: Wolfgang Kubin, Andrea Riemenschnitter, David D. Wang, Li Xuetao 李雪涛, Heiner Roetz, Leo Ou-fan Lee, Jiang Baochai, Michael Kahn-Ackermann

(andere Quicklinks: DCG-To-Do, Book_projects)

欢迎

Table of Contents

ed. by Martin Woesler

every vol. is enriched by several contributors

vol. 1 by Prof. Collani for the early time (focus on missionaries) Also reflectively.

vol. 2 by Prof. Eberspächer on the time until the 18th century, Prof. Doering with a focus on philosophy and cultural studies

Prof. Datsishen, assistants: Vladislav Kruglov, Alena Pavlova (Russian Chinese Studies including Eastern European),

Margaret Chu (anglophone Chinese Studies [not yet US])

Martin Woesler (non-English and non-Russian European Chinese Studies) would have to cooperate on further volumes which may be sorted by

Intellectual History: Anna Lisa Ahlers?

vol. 3 1800-1850

vol. 4 1850-1914

volume editor Eberspaecher

vol. 5 1914-1949

vol. 6 1949-1966/76

vol. 7 1966/76-1989

Transition of China image from "stagnation" to "economic boom" and (approaches to) reasoning (e.g. Confucianism)

vol. 8 1989-2000

vol. 9 2000-2010

vol. 10 2010-2020

possible contributors: Karl-Heinz Pohl Chinese Aesthetics; Thilo Diefenbach Rural literature; Kwan ; Harro von Senger Chinese Legal System;

Francophone Sinology: Chen Ann; Kathrin Devoert (Belgium)

Rules

vol. editors: rules for the contributors of the volume

in every volume: self-perception/-'verortung' and organisation### der Sinologie in der Zeit

Kriterium für die Aufnahme/Beschreibung sollte die Relevanz sein, also statt Sinologen-Biographien die wichtigsten Forschungsbeiträge

Einteilung: Zäsuren

Fragestellungen: Schulen, Historische Entwicklungen, Diskurse, Erkenntnisfortschritt, klassische Sinologie und Gegenwarts-Chinastudien

Aufarbeitung auch von 'dunklen Kapiteln': westliche Sinologen schwenken rote Mao-Bibeln,

Gesamtschau: Themen, Werke (incl. Bedeutung, Rezeption), + Systemische Bezüge: Hermeneutik (Franke: Methodologisches Theorem; Unschuld: Warum arbeiten zu TCM nur Ärzte und keine Sinologen?), Sozialwissenschaften, Selbstperception der Disziplin

Contributors

  • Margaret Chu
  • Ole Doering
  • Cord Eberspaecher
  • Martin Woesler
  • Claudia von Collani
  • Guan Rui
  • Benjamin Wellsand: US Sinology in the 1960s

etc.

Schedule

2017 first preparations and essays

2020 March 12, Editorial Board Meeting with Ole Döring, Cord Eberspächer, Martin Woesler

Material

Material Allgemein

  • »Sinologie in westlichen Staaten«. In: Das Große China-Lexikon. Hrsg. von Brunhild Staiger, Stefan Friedrich und Hans-Wilm Schütte. O.O.: Primus Verlag sowie Darmstadt: Wissen­schaftliche Buchgesellschaft (2003), S. 678-681: englische Übersetzung: »Chinese Studies in the West«. In: Brill’s Encyclopedia of China. Edited by Daniel Leese. Brill: Leiden und Boston 2009, S. 128-132
  • Hans-Wilm Schütte, Die Geschichte der deutschen Asienforschung, (Mitteilungen des Instituts für Asienkunde) Hamburg 2002. (pdf vorhanden)
  • Zur Modernisierung der Ostasienforschung: Konzepte, Strukturen, Empfehlungen. Band 305 von Institut für Asienkunde Hamburg: Mitteilungen des Instituts für Asienkunde, Hamburg, Ausgabe 305 von Mitteilungen des Instituts für Asienkunde Hamburg, Institut für Asienkunde, ISSN 0537-7846, Autoren Anja Osiander, Ole Döring, Verlag Institut für Asienkunde, 1999, ISBN 3889102166, 9783889102164, 221 pp.
  • Chinaforschung, Forschung in China: Empfehlungen für die Errichtung eines geistes- und sozialwissenschaftlichen Auslandsinstituts in China 封面 Günter Schucher Institut für Asienkunde, 2001 - 111页
  • Martin/Hammer deutsch; chinesische Übersetzung

Material Einzelbände

Proposal for History of anglophone Sinology

Guan Rui

Context: History of Sinology

Systematic Literature Review

...

....

Schedule

References

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