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Showing posts with label Confucius and Social Theory. Show all posts
Showing posts with label Confucius and Social Theory. Show all posts

Sunday, September 18, 2016

Confucius and Social Theory: Research Prospectus Assignment


HIST 310

Confucius and Social Theory

How to Write a Research Prospectus[1]

[a] Historical Re-sage RF
Due by 10:00 p.m. on Friday, October 7
What Is A Prospectus? 
A prospectus is a “road map” to your individual project for this seminar. It will explain the specific, focused subject of your project, but it also articulates the larger significance of this particular study. Think about that carefully—the best papers (and “prospecti” move in two seemingly contradictory (but only seemingly contradictory) directions. The best research papers are “small and focused”…but with very large implications. Every good research paper (or academic article or book) considers a seemingly small question, but then shows why a full answer to that question matters far beyond the details at the center of the manuscript. Your job in a research prospectus is to show both of these things—why the details matter…and what is their implication for a larger argument

For example, an essay considering the James Legge’s late-nineteenth century translation of the Analects into English would not only explore the smaller issues of how Legge used an individualistic and Christian idiom in his translation, but also the larger issue of how the such linguistic choices shape the way that Westerners perceive Chinese history, philosophy, and culture
[b] Workin' RF

A prospectus summarizes the work that you have already done on your project. It also outlines what you still intend to do. The prospectus for your project should be accompanied by an annotated bibliography. Together your prospectus and bibliography will serve as a progress report of what you have accomplished and clarify (for both of us) what remains to be done.

How Should I Organize My Prospectus?  
Your prospectus should be 2,000-3,000 words long (6-10 pages, double-spaced). Give the title for your project and your name. Think carefully about your title (think about titles in the New York Review of Books. The first paragraph must clearly state the subject of your research (your “small” issue) and explain its larger significance (the “large” issue).

The body of your prospectus should explain how you will go about addressing your intended subject. Think about how you will divide the prospectus. Do you need section (think again of the NYRB)? What sources are you using? What is your central, key primary source (think back to our conversations about this in class). What other primary sources do you have, and how will they affect your project. What are your secondary sources? How much, realistically, can you study in depth, and what must you go through more quickly (this is a reality of life)?
[c] Opening RF

Going further, what kind of information do you hope to glean from your sources (distinguish between your central primary source, your other primary sources, and your secondary sources)?  How much of the work have you completed and how much remains to be done?  (in this case, obviously, you have yet to write the paper, but you should be able to outline, in prose, the major elements of your argument by the time you finish your prospectus).

The conclusion to your prospectus should summarize your preliminary conclusions. You might also discuss whether or not you expect these to change significantly on the basis of the work remaining to be done. End it with strength. Don’t just restate what you said in the first paragraph.

What Should Be Included in the Bibliography? 
Your bibliography is a separate document (and a new word-count). If you wish to put them all together in one document (as a .pdf file), that is fine. If you want to send the prospectus and bibliography as separate documents, that is fine, too. Bibliographical citations should follow the format of the Chicago Manual of Style (as you well know by now). A brief annotation (2-4 sentences) should follow each citation. In it explain what the item is (what kind of source is it? what perspective does it take on your topic? How, specifically, does it contribute to our knowledge of the subject?) and how you will be using it. Bibliographical entries (only) should be single spaced with a double space between each entry. Try to be concise and to avoid being too repetitious in your entries.
Due by 10:00 p.m. on Friday, October 7  
[d] Informational RF



[1] Based on assignments presented by Drs. Ellen Joyce and Gail Terry.

Tuesday, August 30, 2016

Confucius and Social Theory Letter Assignment 2016


[a] Text and illustration RF
Confucius and Social Theory
History 310
Autumn 2016

Preliminary Writing Assignment 
History, Theory, Text: The Letter
By choosing the letter format for your first writing assignment, I am asking you to build upon the skills you have already begun to develop in analyzing (and providing examples for) theoretical constructions and key elements of Confucius's Analects. You have already reached a point where you have some experience with “social theory” and "Confucius. Your job now will be to explain it to an intelligent non-specialist.
[b] Reaching, teaching RF

Teach it, really (think of the New York Review).

Letters from “the field” (or our modified “archive” of theoretical works on the syllabus) are a good way to refine your thoughts about ethnographic and historical study, and they are a useful medium for beginning the intellectual “framing process” that will accelerate as we move through the next two-thirds of the course. The letter writing exercise is especially useful while studying theoretical source materials, such as those in our seminar.

The nonfiction writer John McPhee explains to his Princeton students that a letter is often precisely the solution to problems of interpretation or clarity—when in doubt, write to mother, he says. In this case, it is not a plea of “send money” that the letter contains, but a reworking, rethinking, and contextualization of your work. You need not limit yourself to kinfolk, but you need to think about who the recipient will be (ideally someone who will welcome a letter about “doing theory”).

You owe it to yourself to listen to this long interview with McPhee. At the very least, listen to the first few minutes. It is the very purpose behind this assignment.

John McPhee NPR 22:40
Alas...it has been taken down or moved (working on it).

Now start writing. Toward that end, you should pay attention to the following issues.

1. The letter needs to be “long enough” to get you deeply into several issues regarding Confucius and social theory, including particular approaches and a few examples.  There is no absolute upper limit, but I am going to make an absolute lower limit of 1,000 words (about three pages). Realistically, your letter should probably be somewhere in the 1,500 word range (about five pages). 1,000 words is the bare minimum. Do not turn in an assignment shorter than that.
2. I am asking you to connect with a very specific reader, and to explain “Confucius and social theory” in a level of detail that she will find satisfying. You are the expert, and your “audience” is the person who will be reading your letter (think of my role as reading over her shoulder). I have found that this kind of assignment helps students to explain even abstruse matters, because the personal relationship they have with their readers demands an attention to patient explanation that is often lacking in more “academic” forms of writing, in which they assume that a professor already knows what they are writing about.

Your reader probably doesn't. 

Make it make sense.

3. You may approach your materials from any angle that you like, but you will need to “cover” at least the following items, no matter what order you choose.

          a. You must discuss the “what is social theory?” or "what is a 'sociological 
               imagination'" question at the heart of our course. Provide your reader with 
               at least a few ways of thinking about it.

          b. Give your reader a sense of what you have learned up to this point about 
              Confucius and the Analects. Use examples from your studies thus far.

          c. Finally, give your reader some sense of what it is like to “learn theory” while
              thinking about a classic text from China. What is it like? Explain. 

          d. You must have at least one illustration. Think about "the rhetorical role of 
               illustrations" in the New York Review of Books.
4. The best way to approach the writing process is in three parts (this is a friendly suggestion). First, jot down some notes for each of the “sections” of your letter. Second, using those notes as a guide, write a rough draft of the whole letter. Third, revise, polish, and refine.  

Voilà you will have something not unlike what Alexis de Tocqueville might have written about understanding a complex, foreign culture that baffled and enticed him 180 years ago. While your letter won’t be as long as Democracy in America, it is likely—if it is done well—to be much like Tocqueville’s rich and evocative letters back to his family about encountering people, texts, and institutions in a strange land called the United States. 

You get the idea. If you don't, just raise your hand and ask me (or send me an e-mail message). I'll be happy to help.
***  ***
Letters are Due (as .pdf files—attach to an e-mail to lafleur@beloit.edu)
by 5:00 p.m. on Sunday, September 18.

Add the word count and your box number to all papers!
[e] And then you may rest RF

Monday, August 22, 2016

Confucius and Social Theory Syllabus B (Weeks 9-16)

On this date on Round and Square's History 

Click here for the other half of this two-part syllabus post:
HIST 310: Weeks 1-8                   HIST 310: Weeks 9-16
[a] Unfurled RF
Confucius and Social Theory
History 310
MWF 10:15-12:05
Robert André LaFleur                                                          Office Hours:
Morse Ingersoll 111                                                              Monday           12:05-1:35
363-2005                                                                                Wednesday     12:05-1:35
lafleur@beloit.edu                                                                 …or by appointment 

Required Books for All Enrolled Students 
Ames, Roger and Henry Rosemont. The Analects of Confucius
Ames, Roger. Confucian Role Ethics
Austin, J.L. How To Do Things With Words
Bauman, Richard. Verbal Art As Performance
De Certeau, Michel. The Practice of Everyday Life
Fingarette, Herbert. Confucius: The Secular As Sacred
Goffman, Erving. The Presentation of Self in Everyday Life
Makeham, James. Transmitters and Creators
Mills, C. Wright. The Sociological Imagination 
Sahlins, Marshall. Apologies To Thucydides
Slingerland, Edward. Confucius—Analects
Turner, Victor. Dramas, Fields, and Metaphors
Notebook (required) for weekly work
All readings are on library reserve.
***  ***
LaFleur, Robert. Round and Square (www.robert-lafleur.blogspot.com) 
Belcher, Wendy. Writing Your Journal Article in Twelve Weeks (handouts)
Bourdieu, Outline of a Theory of Practice (handouts) 
Lipson, Charles. How to Write a BA Thesis (handouts)
Zerubavel, Eviatar. The Clockwork Muse (handouts)
The New York Review of Books (NYRB)
***  *** 
Confucius's slim, posthumous text—The Analects—is one of the most influential books in history. It has shaped a way of thinking about social relationships that has profoundly influenced Chinese, Japanese, and Korean families for many centuries. Its "reach" has extended markedly with China's newfound place in a changing world. This course will examine the "sociology" of the Analects in relation to some of the most fascinating social theory of the last century. Students will examine "social agency theory," and will analyze it with and "against" Confucius's own "social theory" throughout the term. Final assignments will emphasize students' own major strengths in history, anthropology, and/or East Asian studies.

Evaluation
Quizzes                                                                      10%        Every Class Session
Theoretical Letter                                                       10%        Week Four
Research Proposal                                                     10%        Week Seven
Midterm Exam                                                            15%        Week Nine
Ethnography Review Essay                                       15%        Week Thirteen
Final Exam                                                                 15%        Week Sixteen
Final Analysis                                                             25%        Finals Week
Class attendance and participation is expected.  
 
History 310
Confucius and Social Theory
Autumn 2016
Week IX
Confucian Role Ethics
(October 17-21)
Monday, October 17
Slingerland, Confucius: Analects, 111-190
          Book 11 (先進)
          Book 12 (顏淵)
          Book 13 (子路)
          Book 14 (憲問)
          Book 15 (衛靈公)
We are going to spend Monday and Wednesday discussing Roger Ames's whole book (again)!
Ames, Confucian Role Ethics, 1-157
            Introduction: "Appreciating" Confucianism
            An Interpretive Context for Understanding Confucianism
            The Confucian Project: Attaining Relational Virtuosity
Wednesday, October 19
Ames, Confucian Role Ethics, 159-268
            Confucian Role Ethics
            Confucian Human-Centered Religiousness
            Epilogue: The Limits of Confucian Role Ethics
Friday, October 21
Notebooks Due (as e-mail attachments) by 5:00 p.m. on Sunday, 10/23
 
Week X 
Midterm Week
(October 24-28) 
Monday, October 24
Round and Square Click for separate Round and Square Syllabus
Midterm Examination (in-class)
Wednesday, October 26
No Class—Advising Day

Friday, October 28
Notebooks Due (as e-mail attachments) by 5:00 p.m. on Sunday, 10/30
***  ***
Make sure you read the "Lead" Assignment (due on 11/18)

Week XI
Confucian Commentary I
(October 31-November 4) 
Monday, October 31
Round and Square Click for separate Round and Square Syllabus
Slingerland, Confucius: Analects, 191-243
          Book 16 (季氏)
          Book 17 (陽貨)
          Book 18 (微子)
          Book 19 (子張)
          Book 20 (堯曰)
Makeham, Transmitters and Creators,1-75
            Introduction
       Part I Commentary as Authority
            He Yan, Authorship, and Xuanxue Thought
            Innovation As/Through Form
Wednesday, October 26
Makeham, Transmitters and Creators, 79-147
       Part II Commentary as Philosophy
            Huang Kan and the Shu Genre
            The Philosophical Character of Elucidation of Meaning
            Buddhist and Institutional  Influences on Huang's Thought
Friday, October 28
Notebooks Due (as e-mail attachments) by 5:00 p.m. on Sunday, 10/30
***  ***
Make sure you read the "Lead" Assignment (due on 11/18)

Week XII
Confucian Commentary II
(November 7-11)  
Monday, November 7
Round and Square Click for separate Round and Square Syllabus
New York Review of Books Click for separate New York Review of Books Syllabus 
LaFleur, Confucius—Analects (Handout)
          Book 1 (學而)
          Book 2 (為政)
          Book 3 (八佾)
          Book 4 (里仁)
          Book 5 (公冶長)
Makeham, Transmitters and Creators, 148-250
       Part III Beyond Method: Zhu Xi's Lunyu jizhu 
          (Collected Annotations on the Analects)
            Zhu Xi, Commentary, and the Analects
            Zhu Xi on Learning
            The Rhetoric and Reality of Learning to Be a Sage
Wednesday, November 2
Makeham, Transmitters and Creators, 253-359
      Part IV Method and Truth: Liu Baonan's...Lunyu zhengyi 
        (Correct Meaning of the Analects)
           Liu Baonan and Liu Gongmian
           Liu Baonan and Han Learning
           Confucius as Cultural Custodian
           Epilogue
Friday, November 4
Notebooks Due (as e-mail attachments) by 5:00 p.m. on Sunday, 11/6
***  ***
Make sure you read the "Lead" Assignment (due on 11/18)

Week XIII
Drama, Fields, and Metaphors
(November 14-18)        
Monday, November 14
Round and Square Click for separate Round and Square Syllabus
LaFleur, Confucius—Analects (Handout)
          Book 6 (雍也)
          Book 7 (述而)
          Book 8 (泰伯)
          Book 9 (子罕)
          Book 10 (鄉黨)
Turner, Dramas, Fields, and Metaphors, 13-155
          Preface
          Social Dramas and Ritual Metaphors
Wednesday, November 9
Turner, Dramas, Fields, and Metaphors, 156-299
          Religious Paradigms and Political Action          
          Hidalgo: History as Social Drama
Friday, November 11
Notebooks Due (as e-mail attachments) by 5:00 p.m. on Sunday, 11/13
***  ***
Make sure you read the "Lead" Assignment (due on 11/18)

Week XIV
Culture and Agency I
(November 21) 
Monday, November 21
Round and Square Click for separate Round and Square Syllabus
LaFleur, Confucius—Analects (Handout)
          Book 16 (季氏)
          Book 17 (陽貨)
          Book 18 (微子)
          Book 19 (子張)
          Book 20 (堯曰)
Sahlins, Apologies To Thucydides, 1-124
          Introduction
          The Polynesian War
No Notebooks Due This Week
***  ***
Read the Final Research Paper Assignment (due on 12/13)

Week XV
Agents of Culture
(November 28-December 2)
Monday, November 28
Sahlins, Apologies To Thucydides, 125-193
          Culture and Agency in History
Wednesday, November 30

Friday, December 2
Final Notebooks (hard copies) Due in MI 111 by 5:00 p.m. on Sunday, 12/4
***  ***
Read the Final Research Paper Assignment (due on 12/13)

Week XVI
That's A Wrap
(December 5)
Monday, December 5
Sahlins, Apologies To Thucydides, 195-292
          The Culture of An Assassination
***  ***
Final Paper Assignment
Due by 5:00 p.m. on Tuesday, December 13
Send as a .pdf file to lafleur@beloit.edu
[b] Wrapped RF
Click here for the other half of this two-part syllabus post:
HIST 310: Weeks 1-8                   HIST 310: Weeks 9-16