Consulta de Guies Docents



Academic Year/course: 2022/23

8086 - Master in AsianPacific Studies in a Global Context

32392 - Classics of Asian Thought


Teaching Guide Information

Academic Course:
2022/23
Academic Center:
808 - Masters Centre of Humanities of the Deparment of Humanities
Study:
8086 - Master in AsianPacific Studies in a Global Context
Subject:
32392 - Classics of Asian Thought
Credits:
5.0
Course:
2
Teaching languages:
Theory: Group 1: English
Teachers:
Carlos Prado Fonts
Teaching Period:
Second Quarter
Schedule:

Presentation

This course will examine the origins of the main philosophies and schools of thought in Asia—particularly in the East Asian context. The course will offer a general overview of classical thinkers and works and will contextualize them in their social and historical context. The course will relate these thinkers, works and ideas with debates in modern and contemporary intellectual history that may be relevant to specialists in Asia-Pacific studies in a global context. Finally, the course will also reflect on the challenges to disseminate these ideas to non-specialized audiences and non-Eastern modes of thought.

The course will incorporate a gender perspective that will be particulary important in the discussion about the topics to be read across the different units. We will pay particular attention to the applicability of these ideas in terms of gender equality both in their historical context of origin and in our contemporary societies.

Learning outcomes

By the end of the course, students should be able to:

  • Become familiar with some of the key authors and texts in East Asian philosophies.
  • Understand the most important problems involved in comparing modes of thought from different cultural traditions.
  • Understand, analyze, critique and defend arguments deployed in philosophical discussions.
  • Critically analyze the forms and styles of philosophical interpretation and argumentation presented in the course readings.  
  • Explain the role and significance of philosophical interpretations from diverse contexts and perspectives.

Sustainable Development Goals

Quality education
Gender equality 
Reduced inequalities

Prerequisites

The course has been designed for students in an Area Studies program who have no intensive background in the fields of philosophy or intellectual history. Knowledge of Asian languages is not required (all the assigned texts will be in translation), although occasional specific references to relevant issues of language may be made for students who are familiar with these languages. In any case, these references will not be part of the evaluation. The course will be taught in English.

 

Contents

Schools of thought and figures to be covered include:
  • Confucius 
  • Confucianism: Mencius, Xunzi
  • Mohism: Mozi  
  • Daoism: Laozi, Zhuangzi 
  • Legalism: Sunzi, Han Fei 
  • Chan Buddhism 

Teaching Methods

Students are required to regularly attend the sessions and actively participate in class discussions about the texts assigned. Regarding the temporalization of these readings, please see the schedule at end of this syllabus. Student participation and preparedness are crucial. Students are therefore required to read the assigned texts in advance and must come to class ready to engage in debates and discussions.

The course is divided into different units. Each unit has a representative text at its core. We will do our best to follow a cycle of synchronous and asynchronous activities and tasks around each of these core texts: 

A) Context. During the second half of each session, the instructor will summarize the most important aspects about the historical, cultural, biographical contexts related to the assigned thinker and/or philosophical trend and/or text to be read at home and discussed the following week. Since this will be a short, schematic summary, the instructor may also point students toward a few reliable short scholarly articles or chapters in case they wish to deepen and/or amplify any of the aspects summarized. The instructor will use a slide presentation and will make it available after the session. 

B) Reading and preliminary notes. At home, students will read the assigned text and prepare for the following session. For each unit/reading there will be specific questions posted on Aula Global, but they will always ask, in one way or another, to summarize the main content of text, highlight a few significant aspects (concepts, ideas, features), select a few passages, and offer some critical, personal reaction to all this. Students must (a) read the text and (b) start thinking about and drafting their preliminary responses to these questions. 

C) Discussion. During the first half of the following session, the instructor will lead the discussion about the assigned text. The questions posted on Aula Global will be used as a guide for discussion and students will share their preliminary responses. 

D) Personal response. To close the cycle, students will write their critical, personal response to each text from home on an individual reading journal to be kept throughout the course. Each student will be given access to his/her individual document. For each unit/reading there will be specific questions posted on Aula Global. Responses can be very short: less than one page for each reading. Students can also use the reading journal to include any additional thoughts, ideas, images, drawings, etc. The instructor will visit the document from time to time to check on each student’s progress throughout the course. 

General notes and suggestions:

  • The slide presentations on the historical, cultural and biographical contexts will only be a quick guide—do not expect to find a full narrative in the slides. There is a reason for this: the instructor expects students to actively engage with the oral presentation to be given around the material synthesized in the slides and produce their own understanding of the context. In other words, this is not a passive activity but rather a task that students have to perform actively too.
  • For best results in critical comprehension, please follow the cycle of activities mentioned above and read the assigned texts at the right moment to generate your own preliminary but personal reaction to the text: after the instructor has provided the relevant context but before class discussion. You should ideally have one week to read each assigned text at the right time. It is always tempting to postpone your own reading until the instructor and your peers have provided theirs. In my experience, though, students who read the text first by themselves and then contrast their reading with others’ end up developing better critical skills—and performing much better in the final assignments such as synthesis exercises or book reviews.
  • Read the texts carefully and actively: summarize their content, try to identify their main concepts or ideas, underline relevant passages, draw diagrams, draft personal reactions, etc. To read carefully means also to think and write. If you have read the text in this active way, answering the questions (drafting rough, preliminary answers) should not take you more than 30 minutes.
  • Some of these texts may be quite long and/or quite difficult. Be prepared for that. Plan ahead, organize your time and allow yourselves appropriate chunks of time to read with full attention. When there is a longer text, please read ahead—do not wait until the very last days. In my experience, this is a key aspect if you want to enjoy the course.
  • Your own interpretation of a text may not necessarily coincide with other people’s interpretation of the same text. This does not mean that your reading is wrong—it only means that you have to find convincing ways to explain your points.
  • Make sure to write or revise your personal response to the text in the reading journal after the session. If you have worked properly before and during the session, polishing up your final personal response in the journal should not take you more than 10-15 minutes. 

Evaluation

The instructor assumes that students will attend at least 70% of the lectures (or follow their virtual equivalent through readings and materials) and actively participate in the class discussions as part of the process of achieving the learning outcomes of the course. The final grade of the course will be calculated by combining the following aspects:

Class: 40%
This includes a proactive attitude in all aspects of the course: attendance to sessions, participation in debates and discussions, etc. This also includes a collection of personal responses to the assigned readings to be kept in an individual reading journal. The instructor will provide more details about this assignment. 

Oral presentation: 20%
An individual short presentation (5’ max.) introducing one of the thinkers and/or works from the course to an (imaginary) contemporary, non-specialized audience without previous background in Asian Studies. The presentations will be through videos posted on an assigned space at Aula Global. The instructor will provide more details about this assignment. 

Synthesis exercise: 20% 
Short exercise to be completed in class. It will include one or two general, thematic questions. It will be carried out during the final wrap-up session. The instructor will provide more details about this assignment. 

Essay: 20% 
A short essay (3-5 pages) on a topic relevant to the course. Students are free to choose the topic according to their personal preferences. However, the essay must be targeted to a scholarly readership and must use appropriate scholarly references. The instructor will provide more details about this assignment. DEADLINE: Students must submit the essay by the end of the first week of the following term (see below).

Note: Students who fail the course will be allowed to retake the final exercise in a longer, more comprehensive form. In this case, the grade of this second exercise will represent 100% of the final grade. This exercise will have to be taken during the last week of the following term. Please contact the instructor for further details.

Bibliography and information resources

Two general, accessible overviews of the intellectual and historical worlds in which the thinkers and works to be studied in the course originally developed are:

Graham, A. C. Disputers of the Tao: Philosophical Argument in Ancient China. La Salle: Open Court, 1989.
Schirokauer, Conrad, and Miranda Brown. A Brief History of Chinese Civilization. Boston: Wadsworth, 2011.

For each thematic unit, the instructor will indicate specific relevant bibliography. General references are: 

Bauer, Wolfgang. Historia de la filosofía china. Barcelona: Herder, 2009.
Billington, Ray. Understanding Eastern Philosophy. London and New York: Routledge, 2003. 
Cheng, Anne. Historia del pensamiento chino. Barcelona: Ediciones Bellaterra, 2002.
Cheng, Chung-Ying, and Nicholas Bunnin. Contemporary Chinese Philosophy. John Wiley & Sons, 2008.
De Bary, William Theodore. Finding Wisdom in East Asian Classics. New York: Columbia University Press, 2011. 
Harrison, Victoria S. Eastern Philosophy. The Basics. London and New York: Routledge, 2013. 
Jones, David – E. R. Klein, eds. Asian Texts – Asian Contexts. New York: SUNY Press, 2010. 
Koller, John M. Asian Philosophies. London and New York: Routledge, 2018. 
Kupperman, Joel J. Classic Asian Philosophy. A Guide to the Essential Texts. Oxford: Oxford University Press, 2001. 
Leaman, Oliver. Key Concepts in Eastern Philosophy. London and New York: Routledge, 1999. 


Academic Year/course: 2022/23

8086 - Master in AsianPacific Studies in a Global Context

32392 - Classics of Asian Thought


Informaciķ de la Guia Docent

Academic Course:
2022/23
Academic Center:
808 - Masters Centre of Humanities of the Deparment of Humanities
Study:
8086 - Master in AsianPacific Studies in a Global Context
Subject:
32392 - Classics of Asian Thought
Credits:
5.0
Course:
2
Teaching languages:
Theory: Group 1: English
Teachers:
Carlos Prado Fonts
Teaching Period:
Second Quarter
Schedule:

Presentation

This course will examine the origins of the main philosophies and schools of thought in Asia—particularly in the East Asian context. The course will offer a general overview of classical thinkers and works and will contextualize them in their social and historical context. The course will relate these thinkers, works and ideas with debates in modern and contemporary intellectual history that may be relevant to specialists in Asia-Pacific studies in a global context. Finally, the course will also reflect on the challenges to disseminate these ideas to non-specialized audiences and non-Eastern modes of thought.

The course will incorporate a gender perspective that will be particulary important in the discussion about the topics to be read across the different units. We will pay particular attention to the applicability of these ideas in terms of gender equality both in their historical context of origin and in our contemporary societies.

Learning outcomes

By the end of the course, students should be able to:

  • Become familiar with some of the key authors and texts in East Asian philosophies.
  • Understand the most important problems involved in comparing modes of thought from different cultural traditions.
  • Understand, analyze, critique and defend arguments deployed in philosophical discussions.
  • Critically analyze the forms and styles of philosophical interpretation and argumentation presented in the course readings.  
  • Explain the role and significance of philosophical interpretations from diverse contexts and perspectives.

Sustainable Development Goals

Quality education
Gender equality 
Reduced inequalities

Prerequisites

The course has been designed for students in an Area Studies program who have no intensive background in the fields of philosophy or intellectual history. Knowledge of Asian languages is not required (all the assigned texts will be in translation), although occasional specific references to relevant issues of language may be made for students who are familiar with these languages. In any case, these references will not be part of the evaluation. The course will be taught in English.

 

Contents

Schools of thought and figures to be covered include:
  • Confucius 
  • Confucianism: Mencius, Xunzi
  • Mohism: Mozi  
  • Daoism: Laozi, Zhuangzi 
  • Legalism: Sunzi, Han Fei 
  • Chan Buddhism 

Teaching Methods

Students are required to regularly attend the sessions and actively participate in class discussions about the texts assigned. Regarding the temporalization of these readings, please see the schedule at end of this syllabus. Student participation and preparedness are crucial. Students are therefore required to read the assigned texts in advance and must come to class ready to engage in debates and discussions.

The course is divided into different units. Each unit has a representative text at its core. We will do our best to follow a cycle of synchronous and asynchronous activities and tasks around each of these core texts: 

A) Context. During the second half of each session, the instructor will summarize the most important aspects about the historical, cultural, biographical contexts related to the assigned thinker and/or philosophical trend and/or text to be read at home and discussed the following week. Since this will be a short, schematic summary, the instructor may also point students toward a few reliable short scholarly articles or chapters in case they wish to deepen and/or amplify any of the aspects summarized. The instructor will use a slide presentation and will make it available after the session. 

B) Reading and preliminary notes. At home, students will read the assigned text and prepare for the following session. For each unit/reading there will be specific questions posted on Aula Global, but they will always ask, in one way or another, to summarize the main content of text, highlight a few significant aspects (concepts, ideas, features), select a few passages, and offer some critical, personal reaction to all this. Students must (a) read the text and (b) start thinking about and drafting their preliminary responses to these questions. 

C) Discussion. During the first half of the following session, the instructor will lead the discussion about the assigned text. The questions posted on Aula Global will be used as a guide for discussion and students will share their preliminary responses. 

D) Personal response. To close the cycle, students will write their critical, personal response to each text from home on an individual reading journal to be kept throughout the course. Each student will be given access to his/her individual document. For each unit/reading there will be specific questions posted on Aula Global. Responses can be very short: less than one page for each reading. Students can also use the reading journal to include any additional thoughts, ideas, images, drawings, etc. The instructor will visit the document from time to time to check on each student’s progress throughout the course. 

General notes and suggestions:

  • The slide presentations on the historical, cultural and biographical contexts will only be a quick guide—do not expect to find a full narrative in the slides. There is a reason for this: the instructor expects students to actively engage with the oral presentation to be given around the material synthesized in the slides and produce their own understanding of the context. In other words, this is not a passive activity but rather a task that students have to perform actively too.
  • For best results in critical comprehension, please follow the cycle of activities mentioned above and read the assigned texts at the right moment to generate your own preliminary but personal reaction to the text: after the instructor has provided the relevant context but before class discussion. You should ideally have one week to read each assigned text at the right time. It is always tempting to postpone your own reading until the instructor and your peers have provided theirs. In my experience, though, students who read the text first by themselves and then contrast their reading with others’ end up developing better critical skills—and performing much better in the final assignments such as synthesis exercises or book reviews.
  • Read the texts carefully and actively: summarize their content, try to identify their main concepts or ideas, underline relevant passages, draw diagrams, draft personal reactions, etc. To read carefully means also to think and write. If you have read the text in this active way, answering the questions (drafting rough, preliminary answers) should not take you more than 30 minutes.
  • Some of these texts may be quite long and/or quite difficult. Be prepared for that. Plan ahead, organize your time and allow yourselves appropriate chunks of time to read with full attention. When there is a longer text, please read ahead—do not wait until the very last days. In my experience, this is a key aspect if you want to enjoy the course.
  • Your own interpretation of a text may not necessarily coincide with other people’s interpretation of the same text. This does not mean that your reading is wrong—it only means that you have to find convincing ways to explain your points.
  • Make sure to write or revise your personal response to the text in the reading journal after the session. If you have worked properly before and during the session, polishing up your final personal response in the journal should not take you more than 10-15 minutes. 

Evaluation

The instructor assumes that students will attend at least 70% of the lectures (or follow their virtual equivalent through readings and materials) and actively participate in the class discussions as part of the process of achieving the learning outcomes of the course. The final grade of the course will be calculated by combining the following aspects:

Class: 40%
This includes a proactive attitude in all aspects of the course: attendance to sessions, participation in debates and discussions, etc. This also includes a collection of personal responses to the assigned readings to be kept in an individual reading journal. The instructor will provide more details about this assignment. 

Oral presentation: 20%
An individual short presentation (5’ max.) introducing one of the thinkers and/or works from the course to an (imaginary) contemporary, non-specialized audience without previous background in Asian Studies. The presentations will be through videos posted on an assigned space at Aula Global. The instructor will provide more details about this assignment. 

Synthesis exercise: 20% 
Short exercise to be completed in class. It will include one or two general, thematic questions. It will be carried out during the final wrap-up session. The instructor will provide more details about this assignment. 

Essay: 20% 
A short essay (3-5 pages) on a topic relevant to the course. Students are free to choose the topic according to their personal preferences. However, the essay must be targeted to a scholarly readership and must use appropriate scholarly references. The instructor will provide more details about this assignment. DEADLINE: Students must submit the essay by the end of the first week of the following term (see below).

Note: Students who fail the course will be allowed to retake the final exercise in a longer, more comprehensive form. In this case, the grade of this second exercise will represent 100% of the final grade. This exercise will have to be taken during the last week of the following term. Please contact the instructor for further details.

Bibliography and information resources

Two general, accessible overviews of the intellectual and historical worlds in which the thinkers and works to be studied in the course originally developed are:

Graham, A. C. Disputers of the Tao: Philosophical Argument in Ancient China. La Salle: Open Court, 1989.
Schirokauer, Conrad, and Miranda Brown. A Brief History of Chinese Civilization. Boston: Wadsworth, 2011.

For each thematic unit, the instructor will indicate specific relevant bibliography. General references are: 

Bauer, Wolfgang. Historia de la filosofía china. Barcelona: Herder, 2009.
Billington, Ray. Understanding Eastern Philosophy. London and New York: Routledge, 2003. 
Cheng, Anne. Historia del pensamiento chino. Barcelona: Ediciones Bellaterra, 2002.
Cheng, Chung-Ying, and Nicholas Bunnin. Contemporary Chinese Philosophy. John Wiley & Sons, 2008.
De Bary, William Theodore. Finding Wisdom in East Asian Classics. New York: Columbia University Press, 2011. 
Harrison, Victoria S. Eastern Philosophy. The Basics. London and New York: Routledge, 2013. 
Jones, David – E. R. Klein, eds. Asian Texts – Asian Contexts. New York: SUNY Press, 2010. 
Koller, John M. Asian Philosophies. London and New York: Routledge, 2018. 
Kupperman, Joel J. Classic Asian Philosophy. A Guide to the Essential Texts. Oxford: Oxford University Press, 2001. 
Leaman, Oliver. Key Concepts in Eastern Philosophy. London and New York: Routledge, 1999. 


Academic Year/course: 2022/23

8086 - Master in AsianPacific Studies in a Global Context

32392 - Classics of Asian Thought


Informaciķn de la Guía Docente

Academic Course:
2022/23
Academic Center:
808 - Masters Centre of Humanities of the Deparment of Humanities
Study:
8086 - Master in AsianPacific Studies in a Global Context
Subject:
32392 - Classics of Asian Thought
Credits:
5.0
Course:
2
Teaching languages:
Theory: Group 1: English
Teachers:
Carlos Prado Fonts
Teaching Period:
Second Quarter
Schedule:

Presentation

This course will examine the origins of the main philosophies and schools of thought in Asia—particularly in the East Asian context. The course will offer a general overview of classical thinkers and works and will contextualize them in their social and historical context. The course will relate these thinkers, works and ideas with debates in modern and contemporary intellectual history that may be relevant to specialists in Asia-Pacific studies in a global context. Finally, the course will also reflect on the challenges to disseminate these ideas to non-specialized audiences and non-Eastern modes of thought.

The course will incorporate a gender perspective that will be particulary important in the discussion about the topics to be read across the different units. We will pay particular attention to the applicability of these ideas in terms of gender equality both in their historical context of origin and in our contemporary societies.

Learning outcomes

By the end of the course, students should be able to:

  • Become familiar with some of the key authors and texts in East Asian philosophies.
  • Understand the most important problems involved in comparing modes of thought from different cultural traditions.
  • Understand, analyze, critique and defend arguments deployed in philosophical discussions.
  • Critically analyze the forms and styles of philosophical interpretation and argumentation presented in the course readings.  
  • Explain the role and significance of philosophical interpretations from diverse contexts and perspectives.

Sustainable Development Goals

Quality education
Gender equality 
Reduced inequalities

Prerequisites

The course has been designed for students in an Area Studies program who have no intensive background in the fields of philosophy or intellectual history. Knowledge of Asian languages is not required (all the assigned texts will be in translation), although occasional specific references to relevant issues of language may be made for students who are familiar with these languages. In any case, these references will not be part of the evaluation. The course will be taught in English.

 

Contents

Schools of thought and figures to be covered include:
  • Confucius 
  • Confucianism: Mencius, Xunzi
  • Mohism: Mozi  
  • Daoism: Laozi, Zhuangzi 
  • Legalism: Sunzi, Han Fei 
  • Chan Buddhism 

Teaching Methods

Students are required to regularly attend the sessions and actively participate in class discussions about the texts assigned. Regarding the temporalization of these readings, please see the schedule at end of this syllabus. Student participation and preparedness are crucial. Students are therefore required to read the assigned texts in advance and must come to class ready to engage in debates and discussions.

The course is divided into different units. Each unit has a representative text at its core. We will do our best to follow a cycle of synchronous and asynchronous activities and tasks around each of these core texts: 

A) Context. During the second half of each session, the instructor will summarize the most important aspects about the historical, cultural, biographical contexts related to the assigned thinker and/or philosophical trend and/or text to be read at home and discussed the following week. Since this will be a short, schematic summary, the instructor may also point students toward a few reliable short scholarly articles or chapters in case they wish to deepen and/or amplify any of the aspects summarized. The instructor will use a slide presentation and will make it available after the session. 

B) Reading and preliminary notes. At home, students will read the assigned text and prepare for the following session. For each unit/reading there will be specific questions posted on Aula Global, but they will always ask, in one way or another, to summarize the main content of text, highlight a few significant aspects (concepts, ideas, features), select a few passages, and offer some critical, personal reaction to all this. Students must (a) read the text and (b) start thinking about and drafting their preliminary responses to these questions. 

C) Discussion. During the first half of the following session, the instructor will lead the discussion about the assigned text. The questions posted on Aula Global will be used as a guide for discussion and students will share their preliminary responses. 

D) Personal response. To close the cycle, students will write their critical, personal response to each text from home on an individual reading journal to be kept throughout the course. Each student will be given access to his/her individual document. For each unit/reading there will be specific questions posted on Aula Global. Responses can be very short: less than one page for each reading. Students can also use the reading journal to include any additional thoughts, ideas, images, drawings, etc. The instructor will visit the document from time to time to check on each student’s progress throughout the course. 

General notes and suggestions:

  • The slide presentations on the historical, cultural and biographical contexts will only be a quick guide—do not expect to find a full narrative in the slides. There is a reason for this: the instructor expects students to actively engage with the oral presentation to be given around the material synthesized in the slides and produce their own understanding of the context. In other words, this is not a passive activity but rather a task that students have to perform actively too.
  • For best results in critical comprehension, please follow the cycle of activities mentioned above and read the assigned texts at the right moment to generate your own preliminary but personal reaction to the text: after the instructor has provided the relevant context but before class discussion. You should ideally have one week to read each assigned text at the right time. It is always tempting to postpone your own reading until the instructor and your peers have provided theirs. In my experience, though, students who read the text first by themselves and then contrast their reading with others’ end up developing better critical skills—and performing much better in the final assignments such as synthesis exercises or book reviews.
  • Read the texts carefully and actively: summarize their content, try to identify their main concepts or ideas, underline relevant passages, draw diagrams, draft personal reactions, etc. To read carefully means also to think and write. If you have read the text in this active way, answering the questions (drafting rough, preliminary answers) should not take you more than 30 minutes.
  • Some of these texts may be quite long and/or quite difficult. Be prepared for that. Plan ahead, organize your time and allow yourselves appropriate chunks of time to read with full attention. When there is a longer text, please read ahead—do not wait until the very last days. In my experience, this is a key aspect if you want to enjoy the course.
  • Your own interpretation of a text may not necessarily coincide with other people’s interpretation of the same text. This does not mean that your reading is wrong—it only means that you have to find convincing ways to explain your points.
  • Make sure to write or revise your personal response to the text in the reading journal after the session. If you have worked properly before and during the session, polishing up your final personal response in the journal should not take you more than 10-15 minutes. 

Evaluation

The instructor assumes that students will attend at least 70% of the lectures (or follow their virtual equivalent through readings and materials) and actively participate in the class discussions as part of the process of achieving the learning outcomes of the course. The final grade of the course will be calculated by combining the following aspects:

Class: 40%
This includes a proactive attitude in all aspects of the course: attendance to sessions, participation in debates and discussions, etc. This also includes a collection of personal responses to the assigned readings to be kept in an individual reading journal. The instructor will provide more details about this assignment. 

Oral presentation: 20%
An individual short presentation (5’ max.) introducing one of the thinkers and/or works from the course to an (imaginary) contemporary, non-specialized audience without previous background in Asian Studies. The presentations will be through videos posted on an assigned space at Aula Global. The instructor will provide more details about this assignment. 

Synthesis exercise: 20% 
Short exercise to be completed in class. It will include one or two general, thematic questions. It will be carried out during the final wrap-up session. The instructor will provide more details about this assignment. 

Essay: 20% 
A short essay (3-5 pages) on a topic relevant to the course. Students are free to choose the topic according to their personal preferences. However, the essay must be targeted to a scholarly readership and must use appropriate scholarly references. The instructor will provide more details about this assignment. DEADLINE: Students must submit the essay by the end of the first week of the following term (see below).

Note: Students who fail the course will be allowed to retake the final exercise in a longer, more comprehensive form. In this case, the grade of this second exercise will represent 100% of the final grade. This exercise will have to be taken during the last week of the following term. Please contact the instructor for further details.

Bibliography and information resources

Two general, accessible overviews of the intellectual and historical worlds in which the thinkers and works to be studied in the course originally developed are:

Graham, A. C. Disputers of the Tao: Philosophical Argument in Ancient China. La Salle: Open Court, 1989.
Schirokauer, Conrad, and Miranda Brown. A Brief History of Chinese Civilization. Boston: Wadsworth, 2011.

For each thematic unit, the instructor will indicate specific relevant bibliography. General references are: 

Bauer, Wolfgang. Historia de la filosofía china. Barcelona: Herder, 2009.
Billington, Ray. Understanding Eastern Philosophy. London and New York: Routledge, 2003. 
Cheng, Anne. Historia del pensamiento chino. Barcelona: Ediciones Bellaterra, 2002.
Cheng, Chung-Ying, and Nicholas Bunnin. Contemporary Chinese Philosophy. John Wiley & Sons, 2008.
De Bary, William Theodore. Finding Wisdom in East Asian Classics. New York: Columbia University Press, 2011. 
Harrison, Victoria S. Eastern Philosophy. The Basics. London and New York: Routledge, 2013. 
Jones, David – E. R. Klein, eds. Asian Texts – Asian Contexts. New York: SUNY Press, 2010. 
Koller, John M. Asian Philosophies. London and New York: Routledge, 2018. 
Kupperman, Joel J. Classic Asian Philosophy. A Guide to the Essential Texts. Oxford: Oxford University Press, 2001. 
Leaman, Oliver. Key Concepts in Eastern Philosophy. London and New York: Routledge, 1999.