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Textbook China in Symbolic Communication 1St Edition Sui Yan Ebook All Chapter PDF
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China in Symbolic Communication
What kinds of human individuals, events, things and commodities can best repre-
sent China? How have those representative symbols evolved in Chinese history?
How have they been highlighted, disseminated and accepted?
In this book, a full range of symbols and seemingly discrete social phenomena,
hidden in diverse fields of Chinese society, are given lucid explanations based on
the interdisciplinary theories of semiotics and communication. It studies the evo-
lution of classic Chinese symbols through history and investigates the root causes
for the communication of negative Chinese images in modern times. Besides, this
book explicates the pattern of interaction between groups communication and
mass communication in the Chinese society by exploring the different paths of
transmutation and communication for the symbol of the “APEC Blue.” How the
image of China is constructed via non-government symbols is also addressed. By
pointing out that classic semiotics has been reduced to an embarrassing dilemma
of “a severe lack of historical sense,” this book seeks to make Western semiotic
findings bear closely on Chinese social reality and accomplish an updated contri-
bution to this academic discipline.
This book will appeal to scholars and students of semiotics and communication.
Readers who are interested in modern Chinese society will also benefit from it.
Propaganda
Ideas, Discourses and its Legitimation
Liu Hailong
China in Symbolic
Communication
Sui Yan
First published 2017
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2017 Sui Yan
The right of Sui Yan to be identified as author of this work has been
asserted by him in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-08911-2 (hbk)
ISBN: 978-1-315-10942-8 (ebk)
This book is published with financial support from Chinese Fund for
the Humanities and Social Sciences
Translated by Qian Kunqiang
Contents
List of figures vi
The distorted symbols about China viii
Conclusion 123
Postscript 124
Bibliography 125
Index 126
Figures
Corporate Identity
than ever before. “Looking around, we will become acutely aware that we are
surrounded by ‘images.’ In this sense, we can say that the age of information
is essentially an age of images.”11 On a fundamental level, images can include
“personal image,”, “corporate image” and “city image.” On a higher level,
images can encompass “the image of a country” and the “the image of a nation.”
In an age in which images have been soliciting rapidly increasing attention, we
may well ask what is actually meant by “image” and why people are so addicted
to images.
The term “image” has been variously defined. According to one definition,
an image means “the form or appearance, that specific and concrete configura-
tion or feature that evokes people’s mental and emotional activities.”12 Image
has also been defined as “the totality of the cognitive information that people
have acquired about a given person or object,” and “it is the cognitive informa-
tion that one has gathered about an object, rather than the object itself.”13 Of
those two different definitions, the former focuses on the objective existence
of the image whereas the latter emphasizes the subjective information of cog-
nition that a human individual develops regarding the image. Here the author
believes that an image cannot exist in isolation, independent of the objective
object itself; nor can it be separated from the evaluation which the cognitive
subject forms concerning the object. This means that an image can be divided
into two levels. It possesses a form which is the external manifestation of the
object, while it possesses a substance which is the inner meaning of that object.
The metalanguage’s mechanism of communicating 7
Form and substance are as inseparable as the two sides of a coin. Like the signi-
fier and the signified of the sign, they are mutually dependent, and they exist in
close companionship.
As pointed above, the communication of information necessarily depends on
the media that carry the information and signs are exactly the media that carry
the information. A sign consists of not only a signifier which has a tangible form
but also a signified, a meaning which can be communicated. It is this signified,
the meaning or the message that is conveyed by a sign, which influences peo-
ple’s cognition and judgment of an image. As a result, the cognition of an image
becomes the cognition of a sign or a set of signs. A great diversity of signs consti-
tutes the basic media with which people gain cognition about images. Together,
they form a kaleidoscopic world of images that convey abundant information
that serves as a crucial basis for the public to make judgments and choose their
course of action.
It can thus be inferred that a corporate identity also consists of two levels – the
level of form and the level of substance. Various objective appearances related
to a corporate organization make up the form, which is the system of signifi-
ers contained in the symbol of that organization. The evaluation that the public
make with respect to those appearances forms the substance, which is the system
of signifieds conveyed by the symbol of that organization. Then, in what form
should the sign which presents the corporate image be presented? In addition,
what mechanism of symbolic communication should an organization resort to in
order to communicate its corporate identity? Those are the questions that will be
addressed one by one in the following sections.
E2 R2 C2
antique-flavored, magnificent,
exquisite and elegant
E1 R1 C1
Quanjude’s logo, restaurants, and
employees
E2 R2 C2
“Fashionable and modern,
professional and high-quality,
hospitable and considerate
E1 R1 C1
McDonald’s logo, restaurants, and
employees
E2 R2 C2
Haier’s credibility,
rigorousness, and
excellent quality
E1 R1 C1
A written narrative or a The content of the
speech about Haier narrativeor speech
refrigerators
Here, the written narrative or the speech with which to relate the story about
Haier is represented as E1, the signifier of the symbol. What the story is about is
represented as C1, the signified of the denotative signification. Such meanings as
“credibility, rigorousness and excellent quality” that the public derive from the
story are represented as C2, the signified of the sign (which is either a written or
oral text) on the level of connotative signification. Hence, to a certain degree, the
key to the communication of a corporate image lies in the communication of the
signified of the connotative signification, whose ultimate effect is the establish-
ment of isology between the signifier and the signified.15 This is the subject that
will be treated in detail in the following sections.
E2 R2 C2
Trendy and people-
oriented
E1 R1 C1
free services of a certain kind of service
manicure and KTV and entertainment
It is known to the whole world how weak and impotent the Russian
army was when it had no regular instruction, and how incomparably
its strength was increased and became great and terrible when our
august monarch, his Imperial Highness Peter the First, instructed it
in a proper manner. The same is true of architecture, medicine,
political government, and all other affairs.
But, most of all, that is true of the government of the Church: when
there is not the light of instruction, the Church cannot have any good
conduct, and impossibly can there be avoided disorder and
superstitions that deserve a great deal of ridicule, as well as strife,
and most foolish heresies.
Many foolishly assert that instruction is the cause of heresy. But
the heretics of ancient days, the Valentinians, Manichæans,
Catharists, Euchites, Donatists and others, whose stupid acts are
described by Irenæus, Epiphanius, Augustine, Theodoret and others,
raved, not through instruction, but through arrogant foolishness. And
did not our own dissenters rave so deliriously through their lack of
culture, and ignorance? Though there are some heresiarchs, such
as were Arius, Nestorius and a few others, yet their heresies arose
not through instruction, but from an imperfect understanding of the
Holy Writ, and they grew and were strengthened through malice and
false pride which did not permit them to change their wrong opinion
after they had discovered the truth, and against their conscience.
And though their instruction gave them the power to use sophisms,
that is, cunning proofs of their elucubrations, yet he who would want
to ascribe this evil simply to instruction would be compelled to say
that where a physician poisons a patient, his knowledge of medicine
was the cause thereof, and where a soldier valiantly and cunningly
strikes down the enemy, military art is the cause of killing. And when
we look through history, as through a telescope, at the past ages, we
shall discover more evil in the Dark Ages than in those that were
enlightened through culture. The bishops were not so arrogant
before the fifth century as they were afterwards, especially the
bishops of Rome and Constantinople, because before there was
learning, and afterwards it grew less. If learning were dangerous to
the Church and State, the best Christians would not study
themselves, and would forbid others to study; but we see that all our
ancient teachers studied not only the Holy Writ, but also profane
philosophy. Besides many others, the most famous pillars of the
Church have advocated profane learning, namely: Basil the Great in
his instruction to the studying youths, Chrysostom in his books on
monastic life, Gregory the Theologue in his sermon on Julian the
Apostate. I should have a great deal to say, if I were to dwell on this
alone.
Good and thorough instruction is the root and seed and foundation
of all usefulness, both for the fatherland and the Church. There is,
however, a kind of instruction which does not deserve that name,
though it is deemed by certain clever but not well-informed men to
be the real instruction.
Many are in the habit of asking in what schools such and such an
one has been educated? When they hear that he has been in
rhetoric, philosophy and theology, they are prone to place him very
high, for the sake of those names, but in that they frequently err, for
not all get good instruction from good teachers, one on account of
his dulness, another on account of his laziness; how much is that the
case when the teacher is little, or not at all, proficient in his subject!
It is important to know that from the sixth to the fifteenth century,
that is, for nine hundred years, all learning in Europe was of a very
meagre and imperfect character, so that we see in the authors who
wrote at that time great sharpness of wit, but small enlightenment.
With the fifteenth century there began to appear better-informed and
more skilful teachers, and by degrees many academies acquired a
greater importance than in those ancient Augustan times; many
other schools, on the contrary, stuck fast in their ancient slime,
preserving, indeed, the names of rhetoric, philosophy and other
sciences, but in reality having none of them. Different causes have
led to this, but space does not permit their mention here.
People who have received, so to say, an empty and fantastic
education in these institutions are generally more stupid than those
who have received none at all. Being themselves in the dark, they
deem themselves to be perfect, and imagining that they have
learned all that there is to be learned, neither have the desire, nor
think it worth while to read books and study more. On the other
hand, a man who has received the proper schooling is never
satisfied with his knowledge, and never stops learning, even though
he has passed the age of Methuselah.
But this is the greatest misfortune: the above-mentioned
imperfectly instructed people are not only useless, but also very
harmful to society, State and Church. They humble themselves
beyond necessity before the authorities, attempting through cunning
to appropriate to themselves favours, and crawl into higher places.
They hate people of the same standing as themselves, and if anyone
is praised for his learning, they use their utmost endeavour to
depreciate and denounce him before the people and authorities.
They are prone to take part in rebellions, hoping to gain advantages
for themselves through them. When they take to theological
discussions, they cannot help falling into heresies, for, being
ignorant, they easily fall into error, after which they will not change
the opinion they have uttered, for fear of appearing not to have
known all. But wise men have this proverb: “It is the property of a
wise man to change his opinion.”
FOOTNOTES: