Module 12: Ancient Chinese and Greek Thought: A Comparative Approach
Elena Avramidou
- Introduce students the ancient Chinese and Greek thought from the early times to the classical period.
- Discuss and elaborate the similarities and differences between ancient Chinese and Greek thought.
- Elucidate the reasons that led them to follow a different development path.
- Discuss the relation between development of the thought and language and geography, as well as social, economic, and political contexts.
- Elaborate the theoretical concepts and philosophical theories that shaped our way of thinking.
- Introduce students the schools of thought in China and the origin and development of philosophy in Greece.
- Introduce students the Chinese cosmological thinking and the Greeks natural philosophers.
- Discern and analyze the moral virtues in Confucius and Plato.
- Understand and discuss the wise and ideal ruler in Confucius and Plato and its pedagogical preparation.
- Introduce students the ancient Chinese and Greek thought from the early times to the classical period.
- Discuss and elaborate the similarities and differences between ancient Chinese and Greek thought.
- Elucidate the reasons that led them to follow a different development path.
- Discuss the relation between development of the thought and language and geography, as well as social, economic, and political contexts.
- Elaborate the theoretical concepts and philosophical theories that shaped our way of thinking.
- Introduce students the schools of thought in China and the origin and development of philosophy in Greece.
- Introduce students the Chinese cosmological thinking and the Greeks natural philosophers.
- Discern and analyze the moral virtues in Confucius and Plato.
- Understand and discuss the wise and ideal ruler in Confucius and Plato and its pedagogical preparation.
- Introduce students the ancient Chinese and Greek thought from the early times to the classical period.
- Discuss and elaborate the similarities and differences between ancient Chinese and Greek thought.
- Elucidate the reasons that led them to follow a different development path.
- Discuss the relation between development of the thought and language and geography, as well as social, economic, and political contexts.
- Elaborate the theoretical concepts and philosophical theories that shaped our way of thinking.
- Introduce students the schools of thought in China and the origin and development of philosophy in Greece.
- Introduce students the Chinese cosmological thinking and the Greeks natural philosophers.
- Discern and analyze the moral virtues in Confucius and Plato.
- Understand and discuss the wise and ideal ruler in Confucius and Plato and its pedagogical preparation.
Syllabus
Course Objectives/Goals
Upon the successful completion of the module the students will be able:
CO1. Understand the Chinese and Greek thought.
CO2. Detect the differences between the two thoughts and explain the reasons for that.
CO3. Recognize the interrelationship between thought, language, and social, economic, political, and geographical context.
CO4. Discern the differences between opposing schools of thought and philosophers.
CO5. Understand the common concern of Confucius and Plato for a moral and sage ruler and identify their divergences.
CO6. Analyze the current social, political, and cultural phenomena in China and Greece using the philosophical
knowledge of the past.
Instructional Methods
The course is designed to develop different parts of the learning process, including asynchronous videorecorded lectures, discussions on the online platform for specific and topical topics, developing new ideas, presenting, and solving questions and problems, and self-assessment exercises at the end of each module.
The instructor may upload notes, interactive presentations, quizzes, announcements, as well as any other additional multi-media material (videos, news reports, images, interviews, a/v documentation) on the Course’s webpage, which can be found at the electronic used by Ionian University. Moreover, students are required to use the discussion forum in order to communicate and interact with each other. Please note that, other than written text, your responses can include: hyperlinks related to the topic of discussion, video or other audiovisual material, self-recorded audio or video responses, questionnaires and polls, or, any other interactive resource. Students are advised to visit the platform on a regular basis in order to gain access to any newly uploaded educational material, since the above comprise a virtual learning environment for the Course.
Assessment Methods
The overall academic performance of students is based on the assessment of a written assignment, on a formative assessment, their performance in the final exams and the final assignment. A passing mark in the mid-term assignment is not a prerequisite for his/her participation in the final exams. The final grade awarded to each student is the sum of the grades awarded for the assignment and the final exams. Both the assignments and the final exams are marked in the scale 0 (complete failure) to 100 (absolute success). In order to get a passing mark in the Course, a student must receive a passing mark in the final exams. In a nutshell:
- The grade awarded for the assignment represents the 20% of the Course’s final grade.
- The grade awarded for the formative assessment activities represents the 20% of the Course’s final grade
- The grade awarded for the final exams represents the 60% of the Course’s final grade.
- In order to get an overall passing mark, a student must be graded with at least 50/100 in the final exams.
- Final assignment.
Bibliography
- Avramidou, Elena (2012 ) «Sage-king and Philosopher-king: A political and moral approach to Confucius’ and Plato’s Leadership» in P. Prastacos- F. Wang-K.E. Soderquist (ed.), Leadership through the Classics, Berlin-Heidelberg: Springer-Verlag.
- Bréhier, Emile (1965) The history of philosophy, trans. Wade Baskin, Chicago: University of Chicago Press.
- Fung, Yu-lan. (1960) A Short History of Chinese Philosophy, D. Bodde, New York: The Macmillan Company.
- Hadot, Pierre (2000) What Is Ancient Philosophy? Michael Chase, Harvard University Press.
- Hall, D.L. & Ames, R.T. (1987) Thinking through Confucius, Albany: State University of New York Press.
Upon the successful completion of the module the students will be able:
CO1. Understand the Chinese and Greek thought.
CO2. Detect the differences between the two thoughts and explain the reasons for that.
CO3. Recognize the interrelationship between thought, language, and social, economic, political, and geographical context.
CO4. Discern the differences between opposing schools of thought and philosophers.
CO5. Understand the common concern of Confucius and Plato for a moral and sage ruler and identify their divergences.
CO6. Analyze the current social, political, and cultural phenomena in China and Greece using the philosophical
knowledge of the past.
The course is designed to develop different parts of the learning process, including asynchronous videorecorded lectures, discussions on the online platform for specific and topical topics, developing new ideas, presenting, and solving questions and problems, and self-assessment exercises at the end of each module.
The instructor may upload notes, interactive presentations, quizzes, announcements, as well as any other additional multi-media material (videos, news reports, images, interviews, a/v documentation) on the Course’s webpage, which can be found at the electronic used by Ionian University. Moreover, students are required to use the discussion forum in order to communicate and interact with each other. Please note that, other than written text, your responses can include: hyperlinks related to the topic of discussion, video or other audiovisual material, self-recorded audio or video responses, questionnaires and polls, or, any other interactive resource. Students are advised to visit the platform on a regular basis in order to gain access to any newly uploaded educational material, since the above comprise a virtual learning environment for the Course.
The overall academic performance of students is based on the assessment of a written assignment, on a formative assessment, their performance in the final exams and the final assignment. A passing mark in the mid-term assignment is not a prerequisite for his/her participation in the final exams. The final grade awarded to each student is the sum of the grades awarded for the assignment and the final exams. Both the assignments and the final exams are marked in the scale 0 (complete failure) to 100 (absolute success). In order to get a passing mark in the Course, a student must receive a passing mark in the final exams. In a nutshell:
- The grade awarded for the assignment represents the 20% of the Course’s final grade.
- The grade awarded for the formative assessment activities represents the 20% of the Course’s final grade
- The grade awarded for the final exams represents the 60% of the Course’s final grade.
- In order to get an overall passing mark, a student must be graded with at least 50/100 in the final exams.
- Final assignment.
- Avramidou, Elena (2012 ) «Sage-king and Philosopher-king: A political and moral approach to Confucius’ and Plato’s Leadership» in P. Prastacos- F. Wang-K.E. Soderquist (ed.), Leadership through the Classics, Berlin-Heidelberg: Springer-Verlag.
- Bréhier, Emile (1965) The history of philosophy, trans. Wade Baskin, Chicago: University of Chicago Press.
- Fung, Yu-lan. (1960) A Short History of Chinese Philosophy, D. Bodde, New York: The Macmillan Company.
- Hadot, Pierre (2000) What Is Ancient Philosophy? Michael Chase, Harvard University Press.
- Hall, D.L. & Ames, R.T. (1987) Thinking through Confucius, Albany: State University of New York Press.
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