Seminario de San Jose

College Department

Philosophy 13: HISTORY OF CHINESE PHILOSOPHY

Course Syllabus for Term 1, AY 2022-2023

COURSE CODE: Philo13

CLASS DAYS AND CLASS TIME: Tuesdays, 8:30- 11:45
INSTRUCTOR: Crisanto H. Ecaldre
Email address: cecaldre@psu.palawan.edu.ph

COURSE DESCRIPTION

The course introduces the history and thoughts of Chinese philosophy that developed during the Spring and Autumn
Period, and Period of Warring States in China such as Confucius, Mo Tzu, Yang Chu, Mencius, Lao Tzu, Chuang
Tzu, Hsun Tzu, and Han Fei Tzu. It begins with the discussion of problem and spirit of Chinese philosophy, as well
as its geographic and economic backgrounds. It then proceeds with discussions of Chinese philosophers. This is
followed by a critical examination of the concepts explored by Neo-Taoism.

EXPECTED ATTRIBUTES LEARNING OUTCOMES

1. Integrated human persons Upon completion of the course, the student-seminarian
2. Christ-centered disciples is expected to be able to do the following:
3. Apostolic proclaimers  Explain the significant philosophical movements
4. Contemplative pastors in ancient China;
 Recognize and appreciate the presence of
Chinese philosophy in contemporary
philosophical texts; and
 Present a critical, issue-oriented philosophical
paper on a topic in Chinese philosophy

GRADING SYSTEM

1. Preliminary Grade
a. 60% - 3 Quizzes
b. 35% - Prelim Exam
c. 5% - Deportment
2. Midterm Grade
a. 1/3 of Preliminary Grade
b. 2/3 of the sum of the following
i. 60% - 3 Quizzes
ii. 35% - Midterm Exam
iii. 5% - Deportment
3. Final Grade
a. 1/3 of Midterm Grade
b. 2/3 of the sum of the following
i. 35% - 2 Quizzes
ii. 60% - Final Paper
 Requirements: Approved abstract, submission of first and second drafts
iii. 5% - Deportment

COURSE REQUIREMENTS

LEARNING OUTCOMES REQUIRED OUTPUT DUE DATE

 Explain the significant Quiz no. 1
philosophical movements in Quiz no. 2
ancient China Quiz no. 3
 Recognize and appreciate the Prelim Exam
presence of Chinese Paper Abstract Presentation
philosophy in contemporary
philosophical texts Quiz no. 4
 Present a critical, issue- Quiz no. 5
oriented philosophical paper Quiz no. 6
on a topic in Chinese First Draft of Paper
philosophy Quiz no. 7

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 Quiz no. 8
Second Draft of Paper
Final paper

RUBRICS FOR ASSESSMENTS

For Quizzes, Exams, and Paper

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING

Mastery of relevant Concepts learned Concepts learned Some concepts Only a few or no
concepts (35%) are clearly are clearly learned in the concepts learned in
presented, presented and course are the course are
relevantly applied, relevantly applied mentioned in the employed in the
and innovatively paper paper
used
Quality of Enough arguments Enough arguments Some arguments are Only a few or no
argumentation and demonstrating good demonstrating good advanced in support arguments are
reasoning (35%) reasoning are reasoning are of one’s views advanced in support
clearly advanced in clearly advanced in of one’s views
support of one’s support of one’s
views; such views
arguments are also
defended against
possible objections
Sufficiency of The primary texts The primary texts The primary texts The primary texts
evidence presented are cited and are cited and are cited or are not cited or
(30%) discussed discussed mentioned with discussed
thoroughly, in thoroughly little discussion
addition to other
relevant
supplementary
sources

FINAL PAPER GUIDELINES

Font Style: Times New Roman

Font Size: 12
Margins: Normal
Spacing: Single
Minimum Words: 5,000 inclusive of title, abstract, section titles, and references
Citation Style: Hybrid, refer to “1 Documentation & Citation”

COURSE OUTLINE

Topic Date Reading/Activities

1. Orientation August 9, 2022
2. Introduction: Problem and
Spirit of Chinese Philosophy August 16, 2022
3. Background of Chinese Reading 1: The Analects, trans.
Philosophy and the Origin of August 23, 2022 D.C. Lau, pp. 10-40.
the Schools
Quiz no. 1
4. Confucius and Mo Tzu Reading 2: “Confucius and His
August 30, 2022 Immediate Disciples” and
“Chapters XX-XXI, The Doctrine
of the Mean” in The Chinese
Classics, trans. James Legge, pp.
90-111, 404-415.

Quiz no. 2

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5. Yang Chu: The first phase of Reading 3: “Exalting Worthiness
Taoism II” and “Against the Confucians II”
in The Book of Master Mo, trans.
September 13, 2022 & ed. Ian Johnston, pp. 101-115,
346-359.

Quiz no. 3

September 06- 10 2022 Prelim Examination

6. Mencius: The idealistic wing Reading 4: “Introduction” and
of Confucianism “Book 2: Gongsun Chou: Part A” in
September 20, 2022 Mencius: An Online Teaching
Translation, trans. Robert Eno, pp.
1-16, 36-45

Quiz no. 4

Submission and Presentation of

abstract for final paper

7. Lao Tzu: The second phase of Reading 5: Chapters 21-23, 30, 32,
Taoism September 27, 2022 34-35, 37-42, 51-56, 60-62, 73 in
Tao Te Ching, trans. Stephen
Mitchell

Quiz no. 5

8. Chuang Tzu: The third phase Reading 6: “Introduction,”

of Taoism October 4, 2022 “Chapter 1,” and “Chapter 2” in
Zhuangzi: The Inner Chapters,
trans. Robert Eno, pp. 5-9, 11-26

Quiz no. 6

9. The Later Mohists, the Yin-

yang school, and the early October 11, 2022 Submission of first draft
Chinese cosmology
October 18-22, 2022 Midterm Examination
10. Hsun Tzu: The realistic wing Reading 7: “Chapter 7: On
of Confucianism Confucius” and “Chapter 23:
October 25, 2022 Human Nature is Bad” in Xunzi:
The Complete Text, trans. Eric L.
Hutton, pp. 47-51, 248-257

Quiz no. 7

11. Han Fei Tzu and the legalist Reading 8: “Book Seven: XXVI-
school November 8, 2022 XXIX” in The Complete Works of
Han Fei Tzu, trans. W.K. Liao, pp.
265-280

Quiz no. 8

Submission of second draft

12.
Intramurals Meet
Foundation Day Get a life

13. Confucianist Metaphysics

November 22, 2022 Final Paper Consultation

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 14. Neo Taoism: The Rationalists
and Sentimentalists November 29, 2022 Final Paper Consultation
Finals (No written exam)
December 12-14, 2022 Submission of Final Paper

REFERENCES

Sources for the readings

Confucius. “Doctrine of the Mean”, in The Chinese Classics, trans. James Legge. Hong Kong: Hong Kong
University Press.

Confucius. The analects: Sayings of Confucius, trans. D.C. Lau.

Han Fei Tzu. The complete works of Han Fei Tzu: A classic of Chinese legalism, trans. W.K. Liao. London: Arthur
Probsthain.

Mencius. Mencius: An Online Teaching Translation, trans. Robert Eno.

Mo Zi. The book of master Mo, trans. and ed. Ian Johnston. Penguin Classics.

Tao Te Ching. Tao Te Ching, trans. Stephen Mitchell. New York: HarperCollins Publishers.

Xunzi: Xunzi: The complete text, trans. Eric Hutton. New Jersey: Princeton University Press.

Zhuangzi. Zhuangzi: The inner chapters, trans. Robert Eno.

Other sources

Fung, Y. 1966. A short history of Chinese philosophy. New York: The Free Press.

Lai, K.L. 2008. An introduction to Chinese philosophy. New York: Cambridge University Press.

Liu, J.L. 2006. An introduction to Chinese philosophy: From ancient philosophy to Chinese Buddhism. United
Kingdom: Blackwell Publishing.

CLASS POLICIES
1. Priority is placed on reading and understanding the texts to be taken up in class. Please ensure that you have
thoroughly studied the relevant reading in preparation for synchronous discussions. To enhance your
understanding, read the guide questions provided for each set of readings.
2. No form of academic dishonest, such as cheating in quizzes or plagiarism, will be tolerated. (Please see the
special policies on plagiarism below.) Any student caught committing any form of academic dishonesty will be
given a failing grade, and a disciplinary case may also be filed against him per the process described in the
Student Handbook. Inasmuch as six of the seven quizzes are open-notes objective quizzes, “cheating” means
having another person take the quiz for you or consulting with other people concerning the answers to the quiz
items.
3. Citation will follow the documentation and citation format in the document entitled “1 Documentation &
Citation.”
4. Each synchronous session is equivalent to a formal classroom meeting. Please be on time, be presentable, and
turn on your camera as far as practicable, to ensure a meaningful interaction with the teacher and your other
classmates.
5. Attendance is required for the synchronous sessions. For each synchronous session, attendance will be checked.
The maximum number of allowable absences from synchronous session is two (2). For missed sessions, you can
erase your absence by writing an explanation addressed to Mr. Ecaldre via email.
6. Asynchronous activities need not be finished exactly on the days designated in the course outline; but they need
to be accomplished before the next relevant synchronous meeting.
7. Respect the deadlines indicated for each course requirement.
8. For missed quizzes, please explain your reasons to the teacher before requesting for make-up work, which will
be granted depending on the validity of your reasons.
9. No request for special, make-up, or bonus work will be entertained on the last week of classes or after the final
grades have been computed. Thus, closely monitor your status by checking your raw grades.

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SPECIAL POLICIES ON PLAGIARISM1

Q: What is plagiarism?

A: Plagiarism is a form of intellectual dishonesty that involves passing off, in whole or in a part, someone else’s
work as one’s own without attribution. The material may be any creative piece such as written text, artistic images
or photographs, song lyrics, etc. Typical examples of plagiarism include: (1) Lifting passages off the Internet and
incorporating them into one’s paper, without attribution; (2) changing certain key words from a lifted passage, for
example by providing synonyms, without acknowledging the source; and (3) paraphrasing someone else’s words or
ideas without proper attribution, among others.

Q: Is intent a factor in plagiarism?

A: The most typical excuse of people caught committing plagiarism is that they had not meant to do it, or did not
know what they were doing. Since intent is a subjective factor that is difficult to prove or disprove, it is immaterial
to the definition of plagiarism. According to Louisiana State University’s webpage on academic integrity,
“Plagiarism, strictly speaking, is not a question of intent. Any use of the content or style of another’s intellectual
product without proper attribution constitutes plagiarism.”2

Q: Does quantity matter?

A: Acts of plagiarism vary in degree from one-liners to entire chapters. The plagiarism policy of North Central
College in Naperville, Illinois provides a useful benchmark. It is considered plagiarism if “The writing of a student
includes word-for-word passages taken without explicit and accurate acknowledgement from a source written by
another, provided that the cumulative borrowing includes at least ten words.” Furthermore,

“Explicit and accurate acknowledgment” means the use of quotation marks and a
verifiable citation of source, either in parentheses or by footnote, at the point of
indebtedness. (The mere listing of the source in the bibliography is not enough
acknowledgment in itself.)3

Q: What are the consequences of plagiarism?

A: The Student Handbook designates plagiarism as a major offense. As such, the student-seminarian who is deemed
to have committed the offense may be sanctioned with probation, suspension, dismissal, or expulsion. If the student-
seminarian commits plagiarism for a course he is enrolled in, he will incur an automatic failing grade, and the
faculty may file a grievance case against him.

Q: How can plagiarism be avoided?

A: Simply cite your sources properly, depending on the format you are following. It is easy enough to educate
yourself about various citation and reference guides. The discipline required by academic integrity also goes beyond
knowledge or proper citation. It is the totality of attitude, manifested in consisted reading habits, diligent research,
effective time management, and deep-seated respect of oneself and for others.

GUIDELINES ON THE USE OF GENDER-NEUTRAL LANGUAGE4

Why Gender-Neutral Language?

Writers and speakers who wish to be understood and taken seriously need to be aware of gender-neutral language –
language that includes both genders. A reporter who writes of a new wage increase for “postmen” is presenting false
information, for all postal employees will receive a wage increase. And the speaker who addresses a group of men
and women as “businessmen” is excluding a part of the audience. Showing more sensitivity, the speaker would use
an inclusive term such as “business professionals” or “executives.” It is important to write inclusively – to use
language which includes everyone – in order to be precise and understood.

Generic / False Generic

A generic term is an all-purpose, gender-free, inclusive word. Examples, along with “postal employees” and
executives,” include people, civilians, and voters. Often writers try to pass off words such as mankind, spokesman,
and chairman as generics. These words are actually false generics, words which claim to include everyone, but do

1
“Phenomenology and Existentialism: Course Syllabus for T3 AY 2020-21.” 2021. Dr. Noelle Leslie dela Cruz.
[Personal Copy]
2
“Understanding Academic Integrity.” 2010. Louisiana State University. [Available online.] http://saa.lsu.edu/lsu-
moodle-module-academic-integrity. Accessed 4 November 2014
3
“Plagiarism Policy.” 1998. North Central College. [Available online.]
http://northcentralcollege.edu/academics/dept-div-progs/english/plagiarism-policy. Accessed 4 November 2014.
4
“Gender-Neutral Language.” n.d. Courtesy of Franklin and Marshal College Writing Center.

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not. The mostly widely used false generics are he, him, and his. These masculine pronouns, if used generically, omit
females.

Ways to Avoid the Generic Use of “He / His / Him”

In an effort to be inclusive, many speakers and writers use he or she and his or her. Certainly this alternative
eliminates the false generic “he / him / his,” but it leads to choppy, repetitive writing. As the following examples
suggest, there are other more gracefully ways to be gender neutral in avoiding the false generic “he / his / him.”

1. Eliminate the pronoun from your sentence or replace it with “a,” “an,” or “the.”

Example: The student should complete the work assigned to him, but he should not make his test papers
into paper airplanes.

Can Become: The student should complete the assigned work, but should not make the test papers into
paper airplanes.

2. Make the pronoun and the noun to which it refers plural rather than singular.

Example: I will contact each student and tell him when to come for a conference.

Can Become: I will contact all the students and tell them when to come for conferences.

3. Substitute “you / your / yours” when you are addressing your reader directly.

Example: If a student misses two successive appointments, he will lose his standing appointment.

Can Become: If you miss two successive appointments, you will lose your standing appointment.

4. Substitute “I / my / mine / me” or “we / our / ours / us” when that is more accurate or appropriate.

Example: The student agrees to pay for any damage he does to the residence hall.

Can Become: I agree to pay for any damage I do to the residence hall. OR We agree to pay for any damage
we do to the residence hall.

5. Change an “if” clause to a “who” clause.

Example: If a student comes late to class, he interrupts the lecture or discussion.

Can Become: The student who comes late to class interrupts the lecture or discussion.

6. Change “when” clauses to “on / upon” clauses.

Example: When a student learns of the death of a close relative, he should

immediately notify the Student Life Office.

Can become: Upon learning of the death of a close relative, a student should immediately notify the
Student Life Office.

If all else fails, use either “she or he” or “he or she.”

Example: Each student is responsible for his or her own assignment.