General Information
Understanding East Asian culture – China, Japan, North and South Korea – is a crucial task for anyone planning on undertaking business in East Asia and for everyone who wants a deeper understanding of the region and its expanding significance in the world. The top two trading partners of Australia are China and Japan, and more than 50% of Australia’s exports flow to East Asia. To understand East Asian culture with depth, we explore the connection between its culture and philosophy and western culture and philosophy. The connection and balance between humans and nature has been an enduring focus of philosophical discussion in the major philosophical and religious traditions of the East Asian region: Confucianism, Daoism and Zen Buddhism. Questions of good and evil, of what makes us human, and how we can establish trust will guide us through a comparative study of East and West. Key ideas include happiness, relationships, respect and responsibility, trust and prosperity. We will explore how such values, reflected in two and half millennia of social, cultural, ethical and aesthetical discussion, can inspire creative solutions to contemporary problems. We will encounter ritual and revolution, the aesthetics of the tea ceremony and the culture of anime, the Confucian idea of joy through self-improvement and the control of over a billion people in China’s Social Credit system.
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Details
Academic unit: Faculty of Society & Design: Humanities Subject code: PHIL11-106 Subject title: Understanding East Asian Cultures Subject level: Undergraduate Semester/Year: January 2020 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - No Description
- Tutorial: x12 (Total hours: 12) - No Description
- Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Oxford World’s Classics (2008). Confucius: The Analects. n/a, Translated with an Introduction and Notes by Raymond Dawson
- Okakura, Kakuzo (2016). he Book of Tea.. n/a, Penguin Little Black Classics
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design: Humanities |
|---|---|
| Subject code: | PHIL11-106 |
| Subject title: | Understanding East Asian Cultures |
| Subject level: | Undergraduate |
| Semester/Year: | January 2020 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
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| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify basic teachings of East Asian philosophies and recognise their relationships to other cultures.
- Communicate philosophical ideas from a personal perspective in clear and structured academic writing and oral presentations
- Analyse, discuss and provide meaningful feedback to peers.
- Integrate East Asian cultural ideas with personal experience and apply them towards future professional goals
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Presentation The subject is concluded by a two-part Student Conference in which students present their work to their peers, discuss, and respond to feedback 30.00% Week 11 1,2,3,4 Essay Final Essay 40.00% Week 13 1,2,4 *Class Participation In class contribution 10.00% Weekly 1,2,3 *In-Class Quiz - Individual In-Class Quiz 20.00% Weekly 1,2,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Presentation | The subject is concluded by a two-part Student Conference in which students present their work to their peers, discuss, and respond to feedback | 30.00% | Week 11 | 1,2,3,4 |
| Essay | Final Essay | 40.00% | Week 13 | 1,2,4 |
| *Class Participation | In class contribution | 10.00% | Weekly | 1,2,3 |
| *In-Class Quiz - Individual | In-Class Quiz | 20.00% | Weekly | 1,2,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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Introduction: East Asian Traditions - East Asian Cultures
Introducing East Asian traditions (Confucianism, Daoism, Zen Buddhism, Shintoism) and Modern East Asia: economy, society, ecology and art.
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Nature, Human Nature, and Control
Introducing major thinkers from East Asia: Confucius, Mencius, Xun Zi. Topics include whether human nature is “good” and China’s Social Credit System.
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From Zen to Otaku and back again: journeys to find the “self”
Confucius’s concept: Xué (Learning for the self); Zen Buddhism, “Not-Knowing is most intimate”; Modern pop-culture and the externalized self; social withdrawal and hikkikomori.
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Becoming human
We consider a comparison between a western theory of the self – Plato’s tale “The Ring of Gyges” – and Confucius’s concepts of Rén (Humane) and Jun Zi (the Gentleman). We use these discussions to consider contemporary challenges of human rights and climate change.
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Happiness matters: On Joy and Love
We compare a western perspective on love and happiness – the theories of the Greek philosopher Epicurus on Love and Happiness with Daoist ideas: Zhuang Zi on joy, and love in the Confucian canon.
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Harmony in Chains? On Li (Ritual-Propriety)
We examine Confucius’s concept of Li (Ritual-Propriety); Shintoism and the Japanese tea ceremony; the concepts of respect and reward.
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Should I listen to my dad and study law? On Freedom and Xiào (Filial Piety)
We examine Confucius’s concept: Xiào (Filial Piety).What does “Filial Piety” really mean?
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How could I trust you? How could I not? On trust in relationships
We compare trust in a western perspective (Thomas Hobbes) with Confucius’s concept: Xìn (Trust) and trust in business.
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Facing adversity: On rights, righteousness and responsibility
We compare the western concept of human rights as developed by John Locke with Confucius’s concept: Yì (righteousness) and discuss contemporary conflicts over human rights, such as those emerging from the Project of Three Gorges Dam in China and the Chinese response to climate change.
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Light and Water: on Zhì (wisdom) and Enlightenment
We compare the western concepts of enlightenment and the origins of morality, as expressed by the philosopher Immanuel Kant, with Confucius’s concept: Zhì (wisdom).
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How am I beautiful? On Beauty (Mei) and Morality
We examine the Confucian and Daoist concept of beauty (Mei) in ancient Chinese calligraphy, painting, music; the Japanese tea ceremony; and the paradox of Japanese suicide.