My research topic is "Perceptions of Chinese Modern History in China's Middle School History Textbooks". Through study of history textbook, I will advance the knowledge on this aspect and promote the understanding of Chinese people today. There are three parts to explain why I choose this topic to get more understanding of Chinese things.
The first is the reason why I choose the history textbook in middle school. Because history book contained the basic historical fact and historical consciousness which government allows. No matter which social system a country has, it is a general premise that history textbook serves the national mission and goal by making students be proud of their own countries. Especially in China, such as a socialist
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In this time, Chinese national pride had been deeply wounded as a result of China’s humiliation experience with Western and Japanese invasion. Chinese people called this period (roughly from the First Opium War in 1839 to establishing ROC in 1949) “One hundreds of years of humiliation”. Although China has risen rapidly as a global economic power, national humiliation remains a prominent theme in Chinese society. Also, it was the first time that China escaped the Chinese world view. The Chinese before modern time viewed their country as the “Tianxia” and others as barbarian. After forging Nanjing treaties, the Chinese started to identify their county as one of the nations in the world. In other words, modern China is the most impressive period to today’s Chinese people in terms of emotional aspect as well as gave much of the credit for being ROC. Therefore, I strongly agree that historical consciousness of modern China can help to understand how Chinese has identified themselves as well as become aware of the outside …show more content…
There are many factors to influence on the description of textbook and these will not be argued in my research. But generally speaking, the content of textbook is changed as time passed. As editor chooses the different historical facts or narrative, history book can make another historical consciousness. Therefore, I will examine different generation’s history textbooks in that these make me get wide knowledge and understand various point of view.
In conclusion, I will investigate on history textbook for middle school by PEP (hereinafter referred to as the textbook) of several generations to find the noticeable perception of modern history. It is certain that it is useful to advance the knowledge on historical view and understand the Chinese people
“Whoever render service to many puts himself in line for greatness - great wealth, great return, great satisfaction, great reputation, and great joy.” - Jim Rohn. The Ming and Qing empire was successful, advanced and had power. They had outstanding wealth, A luminous reputation and superior satisfaction. They were very educated and advanced in their agriculture.
History, by definition, is made from unchanging facts and events. Despite this, most history books teach the past differently. How can the same information be taught in a way so that the reader gains something different from each text? America Past and Present by Robert A. Divine and A Peoples History of the United States by Howard Zinn write about common events and ideas, however, they convey them in both different and similar ways. First contact between Spaniard and Indian is talked about in both books.
Culture is a human phenomenon that is infinitely changing, evolving and being added upon. In East Asia, culture changed and stayed the same whether it be from contact with external forces such as foreign civilizations or changes in societal beliefs. This was never more evidently displayed than in China, which had many continuities and changes of its culture from 220 BCE to 1368 CE. From the beginning of 220 BCE to 1378 CE, Chinese culture changed in its outlook on certain classes and types of people. However, it stayed the same in its outlook of themselves and their own superiority.
In similar fashion to the past, the legal system of China is still deeply flawed, people are routinely abused by the government, and those with different belief systems and philosophies are still being oppressed by the government. By clinging to these ideals, which are shown to have failed, as the Qin dynasty fell in an extremely short time, China is not only condemning its citizens to a life in which they are afraid of the government, it is condemning itself to a repetition of history, to the eventual rebellion of those who are tired of being oppressed. In order to ensure the success of both China as a country and its people, the government must begin to serve the interests of the people, rather than the interests of political
The Chinese people gave the Han Dynasty a chance and the people’s respect for the Han authority was given through a change in imperial polity and ideology to humane and righteous
The Han Dynasty was a very successful empire with many accomplishments in areas such as education, and literature. One of the Han Dynasty’s most reputable achievements was
Seventy years later Emperor Wu inherited a nation at the height of its power in the ancient world. According to the scholars of the University of Hong Kong “He [Wu] accepted the advice of the Great Confucianist Dong Zhongshu…and officially adopted Confucianism as the ideological creed of the Han dynasty.” (U. of Hong Kong, 2007, p. 49-50). Confucianism would prove to be the central to the cultural growth of the Chinese empire. Equally important was a national education doctrine in line with the Confucius philosophy.
The 1900s were an extremely important time in Chinese History. China, being in decline during
On the other hand, it leaves a kind of profound thinking about the typical ordinary Chinese ideology and how great is the impact of such a decision on people’s
The period of the warring states was a period of extensive warfare, political instability and social unrest. At the same time, the continual wars ongoing led to the development of many philosophical ideologies thus it was also known as a period where the hundred schools of thought flourished. However, amongst the many philosophical ideologies that proliferated that era, only a few ideologies were successfully used during different periods of Chinese history, leaving a profound impact in history. In this paper, the relative success and failures in the visions of Confucianism and Legalism of political governance and social conduct will be discussed. For the discussion in this paper, success of the school of thought would be defined by its relevance
The transition of power in China changed the dynamics of post-World War II relations. For the United States, the so-called “Loss of China” was a a catastrophe, not only because the US supported Chiang Kai-shek in the last few years, but also because it seems to be a victory for the Soviet Union and the global Communism. For China, in 1949 started for the first time in its history the possibility to build foreign relations without being “suppressed by unequal treaties” by western powers. But China‘s relations to other countries remained very complicated and complex.
Because the architecture was advancing with new materials and building designs, modern-day China now has some temples and houses built in a more modernized style derived from the styles commonplace in the Tang & Song Dynasty. As a result of the Civil Service Exam, there is now an entrance exam taken in China that determines what college you will go to. As the original exam determined where you would rank in the government, the entrance exam determined what subject, college and education level you would get. And finally, from the marvelous inventions that flourished throughout China, they are now used commonly today. For example, the mechanical clock is now a daily household item, serving as a daily reminder for the time.
Ji contradicts the expectations or the parallel that can be drawn about the youth thirty years ago, who led the movement of Tiananmen square in 1979. Osnos unpacks the actors of the popular rhetoric of China as global powerhouse by uncovering the new lived experiences of the Chinese citizens. By providing insights into the lives of the youth, Osnos adds to the literature significantly, as that demography of able bodied citizens have been the backbone of reshaping China since Mao’s communism. By understanding the cause of dissent or support of CCP through the eyes of the drivers of the future, China’s uncertain future can be at least understood to have potential of diversity. For now, the inherited disarray of tradition and the high presence of the state in everyday life decreases the authenticity of self-actualization for the youth.
By tracing trends across the Qing’s illustrious history, it allows the reader to better grasp the revisionist interpretation that he posits, instead of simplistically allocating the award of most influential factor of leading to China’s modernisation as well as the Qing’s fall to the Western powers. It is notable, however, to observe that, despite his revisionist view, Rowe still titles his book China’s Last Empire. The Great Qing. By using the term ‘last’, Rowe seems to still be close to the implicit narrative of China’s ‘failure’ as seen in other orthodox interpretations such as Frederic Wakeman’s ‘The Fall of Imperial China. Despite this seeming setback however, Rowe’s book is extremely useful in exploring the binary of historiography and history, while elaborating immensely on the Qing’s
In this paper, we’ll study some of their famous pedagogy thought to explore what influences they have brought to the Chinese and westerners’ cognition and behavior and why the two civilizations developed in same period would diverge in such a degree. Furthermore, I