Regular blog reader Joel Dietz offers his thoughts, in this guest post, on teaching Chinese thought—mainly as viewed from the “consumer” or student end of the interaction. In the comments, please respond to Joel.
Despite the recent interest in China from an economic perspective, relatively few colleges offer courses which attempt to offer an “Introduction to Chinese Thought” or, perhaps more ambitiously, an “Introduction to Chinese Philosophy.” Indeed, in a recent course providing an introduction to Chinese classical thought at the University of Pennsylvania, it was unclear what if any, Ivy League institutions, besides the University of Pennsylvania and Brown University offer such a course (presumably others do, and it would be delightful to know the details). As an undergraduate at Brown studying with Henry Rosemont and Harold Roth, graduate student at Penn, and reviewer of other related syllabi, especially those for a comparative philosophy class offered by Chris Fraser at Hong Kong University, I make some preliminary pedagogical observations extrapolated from my experience, including related benefits and challenges. Continue reading “Teaching Chinese Thought: Observations on Pedagogy”