Module HIST2641: China, the West and the Rest: Exchanges, Ideology, and Practice in Late Imperial China

Department: History

HIST2641: China, the West and the Rest: Exchanges, Ideology, and Practice in Late Imperial China

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• HIST2831.

Aims

• To explore the changing forms of culture and rule in Qing China, and the related historiography
• To examine the interactions between different groups (e.g. Chinese, Manchus, Mongols, Japanese, westerners) in late imperial China
• To consider the way that practices across diverse area of rule were reshaped and reorganized.

Content

• One of the most important ongoing debates in the history of the Qing China (1644-1911) is about how the culture and rulership of the dynasty should be characterized. Earlier interpretations suggested that the state was static, and then went into decline - these scholars stressed continuities with the Ming dynasty and primarily used Chinese sources. More recent scholars have focused on dynamism: drawing on a wider range of material they show that Qing leaders used a plurality of cultural practices and strategies of rulership. The discussion has now turned to the relative emphasis on ideology and practice within an expanding multicultural state.
• This module explores the dynamism of Qing social, cultural, and political history through two key themes: exchanges and practices. The first focuses on interactions that took place between various actors such as Chinese, Manchus, Mongols, Westerners, as well as Japanese. The second is that these connections redefined practices in areas that include medicine, science, the military, governmental organization, as well as techniques of art and processes of translation.
• An understanding of China during the Qing dynasty can be enriched by an approach that incorporates exchanges of ideas and practices between the rulers, Chinese, as well as others in the Qing state. This module therefore suggests the value of examining a combination of interactions between Chinese, the West and the rest (Manchus, Mongols, etc.) which together constituted the culture and practices of Qing China.

Learning Outcomes

• knowledge and understanding of main themes in defining the history of Qing dynasty (1644-1911) China
• an understanding of debates about the nature of Chinese culture and rulership
• an understanding of the connections between political context and wider themes in the social and cultural history in China

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A mock take-home examination submitted in Epiphany Term.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University