On the Teaching Materials and Methods of the History of Chinese Philosophy

Philosophy and Culture 34 (9):25-38 (2007)

Abstract
Teaching objectives in the history of philosophy is to make learners not only important to the ancient Chinese philosopher thinking, speculative and systematic understanding, and also to practice what they have learned in life, and thus to enhance the realm of life. Materials in the history of philosophy features include: systemic, connectivity, and coordination. Systemic refers to the various so-called history, factions, or the classic philosophy to show its inherent and coherent theoretical framework. The link refers to the various, send each other's heritage, and other critical relevance, taking into account the similarities and differences within the system and the relationship between systems with different relationships. As for the coordination refers to a philosophy in the history of philosophy courses and other Chinese philosophy of each match to determine the quality and teaching methods of adjustment. Attitude in teaching should strive to objectively, through the development of Chinese philosophy, it is important to do a complete introduction to the doctrine. In teaching methods, to be able to grasp the learner's prior understanding of the situation, through the contents of the talk, discussion, information reports, practice self-examination and so on, lead to students' learning interest. The goal of teaching the history of Chinese philosophy is to make the students not only understand the thoughts of important Chinese philosophers in a speculative and systematic way but also practice the knowledge in their lives and furthermore improve their states of life. The teaching materials of the history of Chinese philosophy are characterized by their systematicality, inter-connections and coordination. Regarding their systematicality, all the important schools and classics intend to present the inner organizations and theoretical frameworks. The inter-connection refers to the heritage and criticism among all these schools , not ignoring the differences and similarities among and within their frameworks. The coordination is about the cooperation between the history of Chinese philosophy and other courses on Chinese philosophy in terms of quality, quantity and teaching methods. This course is to introduce objectively all the important developments and schools of Chinese philosophy, while the instructors have to be aware of the students' understanding about them and inspire their interests through lectures, discussions, papers, practice and reflection
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