Asian Cultures and Societies

Introduction

This unit is delivered by the University of Tasmania.

The unit is designed for teachers who not only want to teach the subject but also want to have a firmer understanding of pre-modern Asian cultures and societies.

Aims and Outcomes

The unit does not aim at listing facts and figures of pre-modern Asian cultures and societies. To start with, these so-called 'facts' can be found in other sources. Asia is too diverse and too big for a unit of this length to include all the relevant data. And data and information without conceptualisation is not only dull but may also fail to lead to knowledge and insights.

Instead, the unit aims at raising issues and problems so that the learner may be aware of the big picture, and connect Asia with the rest of the world. The unit therefore may single out one particular area, a country or an issue for in-depth discussion, to enable the learner to be critical of the accepted wisdom. In some cases the unit may simply bring you the latest debate in the field.

Unit Structure
The unit is organised into four modules, which cover different topics. The modules are:

• Module one: The Organising Concepts of Asian Cultures and Societies
  In this module we will make you aware of the problems and issues involved when we talk about concepts such as modern, pre-modern, civilisation and tradition. We will also introduce, however briefly, the people and places of the region involving issues such as origins, diversities, and identities.
  
• Module two: Comparing Cultures
  In this module we will discuss the dominant and minor cultures in Asia. We will examine the patterns and discontinuities, order and disorder in the region. The module will also present cases studies of East Asian culture and Southeast Asian culture. Finally, conceptual problems of comparing cultures are also discussed.
  
• Module three: Contribution of Asia to global culture
  In this module, we will discuss the topics of language, literature and arts, science and technology, nature and environment. We will focus on China, and occasionally bring in relevant discussion on India and Japan to show that Asia has contributed greatly to global culture. Theoretical issues of development versus underdevelopment, different cultural attitudes towards development and nature and their ramifications to science and technology and literature and arts are raised and discussed.
  
• Module four: Turning points in history in Asia
  In this module we will first discuss the problems of definition of what is a turning point. Then we will give examples of turning points in Asian history. Finally we will have a sketch of how Asia survives the modern world of globalisation.

The learning in this unit is focussed on professional practice. Topics in all the modules are all structured around a "Thinking as Teachers" framework and return to a professional perspective in a reflection at the end of exploration of the study materials.

Assessment
The assessment is realistic and well integrated with your course work. It consists (80%) of reflective writing that you can construct as you read and also weights (20%) your contribution to the online discussion.