Reflection on Chinese philosophies Sat. debate

[Anonymous]

I enjoyed the format for Saturday's philosophical debate. I imagine that many such discussions took place during the period of the Warring States and the Hundred Schools. Since there was no imperial power to enforce intellectual conformity there must have been a lot of free-wheeling debate about how to improve the situation in China. Dividing us into schools of thought emphasized the diversity of thinking at the time. I can see conducting a similar activity in my AP World History classes. I would come up with a couple of key decisions that had to be made about how society was to be organized and then ask each philosophical group to propose solutions and defend them in debate with the other groups. Each group could begin by describing their historical origins and basic tenets. I think it would convey the origins of the philosophical approaches that subsequently guided all of Chinese history, especially the dualism between Confucianism and Daoism.

[Anonymous]

Until the day of the debate I was so confused. I couldn't with confidence support nor defend either one of them. I had convinced myself that it was a setting for a formal debate with microphones and a round table. Upon entering the room I gained great relief. To my surprise the setting was informal and inviting. In the morning Dr. Dube went more in depth with the philosophies and I learned more about them. I even left there telling myself I would have been a legalist because I feel that is how life is today. I can see where a debate would be great for an AP class. Go for it.

[Anonymous]

Cware, I agree. the informal and inviting environment made it for me, and I know it will make the difference with our students. Even those who might think they are not prepare for a debate will be encouraged to participate if the environment is inviting. This worked very well.

[Anonymous]

The debate was the best way to really comprehend all the Chinese Philosophies. Before the debate, I was somewhat confused about the perspectives of each philosophy. However, once we got into the debate and each group responded in the way that philosophy view the topic, it made it much more clear and easier to understand them. Before this activity, I didn't know exactly how to use debate in my classroom, but after this session now I know how could I use it. I like the way each group really used the perspectives of each philosophy to express their opinions on the given topics.

[Rob_Hugo@PortNW]

Saturday Session at USC: Debate on the various schools of Chinese philosophies was effective in that difficult concepts to grasp were presented in a comprehensible format; the students becoming the protagonists, the dialog and discussion generated by virtue of students assuming roles and taking a position on their assigned school of thought. The interaction piece can be used as a powerful teaching strategy in the classroom not only to engage student’s attention but to increase comprehension in topics so far removed from the student’s cultural sphere. The session presented an alternative way of delivering instruction. The debate effectively deconstructed, the abstract concepts of what is, the reasons why it got the way it is, and various plans (political platforms) on how to get where it ought to be. Despite the antiquity of Chinese philosophies, its contemporary relevance is evident, perhaps by a different name. Clearly, remote concepts can take a different form and further develop by the use of Readers Theater in the classroom. Another instructional strategy I gained from the debate session was to use Current events to compare and contrast present day issues of social justice, social equality and access to the means of production, with similar issues in times of ancient China. Other ways to augment and extend comprehension in the classroom is to explain to students that the issues discussed in the debate are not exclusive to Chinese culture. Human history transcends ethnic roots and it dwells on Issues of human preoccupation with coveting, seeking, obtaining and keeping power by any means and at any cost. However, for great many humans preoccupation was not an option, given that poverty and social inequality was a perpetual state. Overcoming the insurmountable obstacles was attempted by moving to urban areas to better the quality of life. I felt the interactive session was effective in connecting ancient Chinese philosophies to present day schools of thought, a case in point; the republicans and the democrats resort to mutual blame when explaining the “what is” as a way to sway voter’s response at the ballots. The information used to make the debate engaging, was due to the skillful scaffolding, of information learned on Tuesday. (Preceding USC Saturday session).

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