INTERCULTURAL RELATIONS WITH CHINA
RAPPORTI INTERCULTURALI DELLA CINA
| A.Y. | Credits |
|---|---|
| 2019/2020 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Marco Meccarelli |
| Teaching in foreign languages |
|---|
|
Course partially taught in a foreign language
Mandarin Chinese
English
This course is taught partially in Italian and partially in a foreign language. Study materials can be provided in the foreign language and the final exam can be taken in the foreign language. |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course aims to analyze in particular the intercultural relationships that took place between Italy and China, making use of comparative methods and synoptic frameworks. The critical debate on China will be exposed, from its geopolitical reality, taking into consideration the territorial structure and the state organization, its role and finally its image in the world context. The course will focus in part on the process of forming Chinese identity from the ancient period to the contemporary, also analyzing the dynamics underlying the intercultural relationships that took place in the historical development. The main historiographical works will be examined for the acquisition of bibliographic orientation skills.
Program
The course focuses on the main historical events in China, with particular attention to diplomatic, social and cultural relations over the centuries. An intercultural analysis perspective will be provided to understand the dynamics in which China was involved with the rest of the world and in particular China with Italy. The critical debate and the problems related to the use of common historical categories between different geographic, cultural and social contexts will therefore be examined. Teaching always involves the active participation of students in the lessons.
Learning Achievements (Dublin Descriptors)
knowledge and understanding: a general overview of the historical basic themes and issues of Chinese civilization for understanding the events and critical debate from the origins to modernity.
applying knowledge and understanding: Students will be able to understand and relate main historical events in the cultural and social fields.
making judgment: students will be able to obtain critical skills with the Chinese realities, in the different context of everyday life and professional life.
communication skills: students will be able to express their ideas, projects, and results obtained in a complex and articulated way.
learning skills: students will be able to interact with different professional and cultural contexts. They know how to interpret, understand and use independently their expressive capabilities.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
slides, videos and pictures.
Teaching, Attendance, Course Books and Assessment
- Teaching
Frontal lessons; video visualization and interactive teaching support; study of the texts and images used in the lessons; teaching involves the active participation of students in lessons.
- Attendance
Frequency is recommended in order to gain more effective and clearer the proper methodology for analyzing historical sources.
- Course books
TESTI ADOTTATI
Bertuccioli, G., Masini, F., Italia e Cina, Roma, L'asino d'oro, 2014.
Onnis B., La Cina nelle relazioni internazionali, Roma, Carocci, 2011.
Samarani G.,De Giorgi L., Lontane, vicine: le relazioni fra Cina e Italia nel Novecento, Roma, Carocci, 2011.
UN TESTO A SCELTA TRA :
Chan Adrian, Orientalism in Sinology. Cambridge, Academica Press, 2009.
Ming Dong Gu, Sinologism. An Alternative to Orientalism and Postcolonialism, 1st Edition, New York, Routledge, 2013.
Santangelo P., L'impero cinese agli inizi della storia globale. Società, vita quotidiana e immaginario vol. 1 - L'impero cinese e il resto del mondo, Aracne, Roma, 2011.
Spence J. D., The search for modern China, New York - London, W.W. Norton 1999.
Zarrow, P., After Empire: The Conceptual Transformation of the Chinese State, Stanford, Stanford University Press, 2012.
Zeng Jinghan, The Chinese Communist Partys Capacity to Rule. Ideology, Legitimacy, and Party Cohesion. London-New York, Palgrave Macmillan, 2016.
- Assessment
Oral examination. In addition to the reference manuals and notes taken during the lessons, the teacher will provide additional materials such as audiovisuals projected in the classroom to support lessons, educational material (images, diagrams, seedlings, etc.).
In the oral exam, the student must demonstrate that he has assimilated and understood the main characters that distinguish Chinese history from the most ancient to the recent phases; to know how to recognize works and phenomena of history; to know how to frame individual subjects and to know events that are being dealt with in the course. Voting will be given by considering how generally, within the various questions asked, the student demonstrates that he or she knows how to master the exam.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Study of exam texts and in addition two integrative reading.
- Attendance
The non-attending student in addition to reference manual (Adapted Texts) will have to take two texts from among those indicated.
- Course books
TESTI ADOTTATI
Bertuccioli, G., Masini, F., Italia e Cina, Roma, L'asino d'oro, 2014.
Onnis B., La Cina nelle relazioni internazionali, Roma, Carocci, 2011.
Samarani G.,De Giorgi L., Lontane, vicine: le relazioni fra Cina e Italia nel Novecento, Roma, Carocci, 2011.
TWO TEXTS TO BE CHOSEN:
Chan Adrian, Orientalism in Sinology. Cambridge, Academica Press, 2009.
Ming Dong Gu, Sinologism. An Alternative to Orientalism and Postcolonialism, 1st Edition, New York, Routledge, 2013.
Santangelo P., L'impero cinese agli inizi della storia globale. Società, vita quotidiana e immaginario vol. 1 - L'impero cinese e il resto del mondo, Aracne, Roma, 2011.
Spence J. D., The search for modern China, New York - London, W.W. Norton 1999.
Zarrow, P., After Empire: The Conceptual Transformation of the Chinese State, Stanford, Stanford University Press, 2012.
Zeng Jinghan, The Chinese Communist Partys Capacity to Rule. Ideology, Legitimacy, and Party Cohesion. London-New York, Palgrave Macmillan, 2016.
- Assessment
Oral examination. In addition to the reference manuals and notes taken during the lessons, the teacher will provide additional materials such as audiovisuals projected in the classroom to support lessons, educational material (images, diagrams, seedlings, etc.).
In the oral exam, the student must demonstrate that he has assimilated and understood the main characters that distinguish Chinese history from the most ancient to the recent phases; to know how to recognize works and phenomena of history; to know how to frame individual subjects and to know events that are being dealt with in the course. Voting will be given by considering how generally, within the various questions asked, the student demonstrates that he or she knows how to master the exam.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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