The Four Great Classical Novels, or Four Major Classical Novels (Chinese: 四大名著) of Chinese literature, are the four novels commonly counted by scholars to be the greatest and most influential in classical Chinese fiction. Well known to every Chinese reader in the 20th century, they are not to be confused with the Four Books of Confucianism. These[clarify] books are considered to be the pinnacle of China's achievement in classical novels, influencing the creation of many stories, theater, movies, games, and other entertainment throughout China, Korea, Japan, and Taiwan.
In chronological order, they are:
Romance of the Three Kingdoms (三國演義) (14th century) (more recently and appropriately known as, and translated as, simply "Three Kingdoms")
Water Margin (水滸傳) (also known as Outlaws of the Marsh) (14th century),
Journey to the West (西遊記) (16th century),
Dream of the Red Chamber (紅樓夢) (also known as The Story of the Stone) (first block print 1791)
Some consider Jin Ping Mei (金瓶梅) (The Plum in the Golden Vase or Golden Lotus) (1610) to be a fifth classic. In the late Ming Dynasty and early Qing Dynasty, Jin Ping Mei along with the above first three novels, was classified as "Four Major Novels of Wonder" (四大奇書，四大奇书) by Feng Menglong (冯梦龙). With the advent of Dream of the Red Chamber, its position has gradually been usurped. It has almost faded into oblivion in the modern era, because Chinese governments often banned it for its explicit description of sex.
Retrieved from "http://en.wikipedia.org/wiki/Four_Great_Classical_Novels"
Tuesday, June 24, 2008
Axis Mundi (Wikipedia Excerpt)
The axis mundi (also cosmic axis, world axis, world pillar and center of the world) is a ubiquitous symbol that crosses human cultures. The image expresses a point of connection between sky and earth where the four compass directions meet. At this point travel and correspondence is made between higher and lower realms. Communication from lower realms may ascend to higher ones and blessings from higher realms may descend to lower ones and be disseminated to all. The spot functions as the omphalos (navel), the world's point of beginning.[1]
The axis mundi image appears in every region of the world and takes many forms. The image is both feminine (an umbilical providing nourishment) and masculine (a phallus providing insemination into a uterus). It may have the form of a natural object (a mountain, a tree, a vine, a stalk, a column of smoke or fire) or a product of human manufacture (a staff, a tower, a ladder, a staircase, a maypole, a cross, a steeple, a rope, a totem pole, a pillar, a spire). Its proximity to heaven may carry implications that are chiefly religious (pagoda, temple mount, church) or secular (obelisk, minaret, lighthouse, rocket, skyscraper). The image appears in religious and secular contexts.[2] The axis mundi symbol may be found in cultures utilizing shamanic practices or animist belief systems, in major world religions, and in technologically advanced "urban centers"–wherever the impulse exists to link a column with the idea of a center.
The symbol originates in a natural and universal psychological perception: that one's native land and home stand at "the center of the world." Home is indeed the center of one's known universe, the point of one's origin. From it one may venture in any of the four cardinal directions, make discoveries, and establish new centers. The name of China, "Middle Kingdom," expresses the ancient perception of its residents that their land occupied the center of the world, with other lands lying in various directions relative to it.[3]
Within the central known universe a specific locale–often a mountain or other elevated place, a spot where earth and sky come closest–gains status as center of the center, the axis mundi. High mountains are typically regarded as sacred by peoples living near them. Shrines are often erected at the summit or base. Japan's highest mountain, Mount Fuji, has long symbolized the world axis in Japanese culture. Mount Kun-Lun fills a similar role in China. For the ancient Hebrews Mount Zion expressed the symbol. Sioux beliefs take the Black Hills as the axis mundi. Mount Kailash is holy to several religions in Tibet. The Pitjantjatjara people in central Australia consider Uluru to be central to both their world and culture. In ancient Mesopotamia the cultures of ancient Sumer and Babylon erected artificial mountains, or ziggurats, on the flat river plain. These supported staircases leading to temples at the top. The pre-Columbian residents of Teotihuacán in Mexico erected huge pyramids featuring staircases leading to heaven. Jacob's Ladder is an axis mundi image, as is the Temple Mount. For Christians the Cross on Mount Calvary expresses the symbol.[4] The Middle Kingdom, China, had a central mountain, Kun-Lun, known in Taoist literature as "the mountain at the middle of the world." To "go into the mountains" meant to dedicate oneself to a spiritual life.[5] Monasteries of all faiths tend, like shrines, to be placed at elevated spots. Wise religious teachers are typically depicted in literature and art as bringing their revelations at world centers: mountains, trees, temples.
The axis mundi image appears in every region of the world and takes many forms. The image is both feminine (an umbilical providing nourishment) and masculine (a phallus providing insemination into a uterus). It may have the form of a natural object (a mountain, a tree, a vine, a stalk, a column of smoke or fire) or a product of human manufacture (a staff, a tower, a ladder, a staircase, a maypole, a cross, a steeple, a rope, a totem pole, a pillar, a spire). Its proximity to heaven may carry implications that are chiefly religious (pagoda, temple mount, church) or secular (obelisk, minaret, lighthouse, rocket, skyscraper). The image appears in religious and secular contexts.[2] The axis mundi symbol may be found in cultures utilizing shamanic practices or animist belief systems, in major world religions, and in technologically advanced "urban centers"–wherever the impulse exists to link a column with the idea of a center.
The symbol originates in a natural and universal psychological perception: that one's native land and home stand at "the center of the world." Home is indeed the center of one's known universe, the point of one's origin. From it one may venture in any of the four cardinal directions, make discoveries, and establish new centers. The name of China, "Middle Kingdom," expresses the ancient perception of its residents that their land occupied the center of the world, with other lands lying in various directions relative to it.[3]
Within the central known universe a specific locale–often a mountain or other elevated place, a spot where earth and sky come closest–gains status as center of the center, the axis mundi. High mountains are typically regarded as sacred by peoples living near them. Shrines are often erected at the summit or base. Japan's highest mountain, Mount Fuji, has long symbolized the world axis in Japanese culture. Mount Kun-Lun fills a similar role in China. For the ancient Hebrews Mount Zion expressed the symbol. Sioux beliefs take the Black Hills as the axis mundi. Mount Kailash is holy to several religions in Tibet. The Pitjantjatjara people in central Australia consider Uluru to be central to both their world and culture. In ancient Mesopotamia the cultures of ancient Sumer and Babylon erected artificial mountains, or ziggurats, on the flat river plain. These supported staircases leading to temples at the top. The pre-Columbian residents of Teotihuacán in Mexico erected huge pyramids featuring staircases leading to heaven. Jacob's Ladder is an axis mundi image, as is the Temple Mount. For Christians the Cross on Mount Calvary expresses the symbol.[4] The Middle Kingdom, China, had a central mountain, Kun-Lun, known in Taoist literature as "the mountain at the middle of the world." To "go into the mountains" meant to dedicate oneself to a spiritual life.[5] Monasteries of all faiths tend, like shrines, to be placed at elevated spots. Wise religious teachers are typically depicted in literature and art as bringing their revelations at world centers: mountains, trees, temples.
Thursday, June 5, 2008
"The Magic Tiger" by Brandon Fike
The Magic Tiger
Please translate this story into English.
Qing ba zhe ge gu shi fan yi cheng ying wen.
很久以前,有一只会魔法的老虎.
Hen jiu yi qian, you yi zhi hui mo fa de lao hu.
很多人相信,谁捉住了这只老虎,就會得到三个愿望.
Hen duo ren xiang xin, shui zhuo zhu le zhe zhi lao hu, jiu hui de dao san ge yuan wang.
一天,一个叫Brandon的年轻男人決定要捉住这只会魔法的老虎.
Yi tian, yi ge jiao Brandon de nian qing nan ren jue ding yao zhuo zhu zhe zhi hui mo fa de lao hu.
Brandon 知道这只老虎很难捉住,因为它跑得很快!
Brandon zhi dao zhe zhi lao hu hen nan zhuo zhu, yin wei ta pao de hen kuai!
Brandon用了很多天去想怎樣捉 住这只老虎.然后他有了一个主意.
Brandon yong le hen duo tian qu xiang zen yang zhuo zhu zhe zhi lao hu, ran hou ta you le yi ge zhu yi.
Brandon拜訪了一位魔法師,并請求这位魔法師将他變成一只漂亮的母老虎.
Brandon bai fang le yi wei mo fa shi,bing qing qiu zhe wei mo fa shi jiang ta bian cheng yi zhi piao liang de mu lao hu.
当这只会魔法的老虎看到Brandon, 他愛上了 Brandon!
Dang zhe zhi hui mo fa de lao hu kan dao Brandon, ta ai shang le Brandon!
最終, Brandon變回一个男人,把这只老虎捉住了.
Zui zhong, Brandon bian hui le yi ge nan ren, ba zhe zhi lao hu zhuo zhu le.
Please translate this story into English.
Qing ba zhe ge gu shi fan yi cheng ying wen.
很久以前,有一只会魔法的老虎.
Hen jiu yi qian, you yi zhi hui mo fa de lao hu.
很多人相信,谁捉住了这只老虎,就會得到三个愿望.
Hen duo ren xiang xin, shui zhuo zhu le zhe zhi lao hu, jiu hui de dao san ge yuan wang.
一天,一个叫Brandon的年轻男人決定要捉住这只会魔法的老虎.
Yi tian, yi ge jiao Brandon de nian qing nan ren jue ding yao zhuo zhu zhe zhi hui mo fa de lao hu.
Brandon 知道这只老虎很难捉住,因为它跑得很快!
Brandon zhi dao zhe zhi lao hu hen nan zhuo zhu, yin wei ta pao de hen kuai!
Brandon用了很多天去想怎樣捉 住这只老虎.然后他有了一个主意.
Brandon yong le hen duo tian qu xiang zen yang zhuo zhu zhe zhi lao hu, ran hou ta you le yi ge zhu yi.
Brandon拜訪了一位魔法師,并請求这位魔法師将他變成一只漂亮的母老虎.
Brandon bai fang le yi wei mo fa shi,bing qing qiu zhe wei mo fa shi jiang ta bian cheng yi zhi piao liang de mu lao hu.
当这只会魔法的老虎看到Brandon, 他愛上了 Brandon!
Dang zhe zhi hui mo fa de lao hu kan dao Brandon, ta ai shang le Brandon!
最終, Brandon變回一个男人,把这只老虎捉住了.
Zui zhong, Brandon bian hui le yi ge nan ren, ba zhe zhi lao hu zhuo zhu le.
Monday, May 19, 2008
Education Worksheet
Education
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgment and well-developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation. Education means 'to draw (pull) out', facilitating realisation of self-potential and latent talents of an individual.
Education systems
Education systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering.
1.) What does education mean?
2.) What are education systems established to provide?
3.) In your opinion, what are the strengths of the Chinese education system?
4.) In your opinion, what are the weaknesses of the Chinese education system?
5.) How do you think the Chinese education system could be improved?
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgment and well-developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation. Education means 'to draw (pull) out', facilitating realisation of self-potential and latent talents of an individual.
Education systems
Education systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering.
1.) What does education mean?
2.) What are education systems established to provide?
3.) In your opinion, what are the strengths of the Chinese education system?
4.) In your opinion, what are the weaknesses of the Chinese education system?
5.) How do you think the Chinese education system could be improved?
Monday, May 12, 2008
New Vocabulary
著名 zhùmíng famous; 名词 míngcí noun
女人 nǚrén, =妇女 fùnǚ woman
问题 wèntí question, problem; 访问 fǎngwèn visit
机器 jīqi) machine; 收音机 shōuyīnjī radio; 飞机 fēijī aircraft
很不错! hěn búcuò! not bad at all!
最近 zuìjìn recently/soon; 最喜欢 zuì xǐhuan favorite
重新 chóngxīn again; 新闻 xīnwén news
便宜 piányi cheap
门口 ménkǒu doorway; 部门 bùmén department;
政府 zhèngfǔ government
听见 tīngjiàn hear
关系 guānxi connection
变化 biànhuà change, transform
世界 shìjiè world
收入 shōurù income
火山 huǒshān volcano
市场 shìchǎng market, 城市 chéngshì city, town
师傅 shīfu master
报纸 bàozhǐ newspaper
女人 nǚrén, =妇女 fùnǚ woman
问题 wèntí question, problem; 访问 fǎngwèn visit
机器 jīqi) machine; 收音机 shōuyīnjī radio; 飞机 fēijī aircraft
很不错! hěn búcuò! not bad at all!
最近 zuìjìn recently/soon; 最喜欢 zuì xǐhuan favorite
重新 chóngxīn again; 新闻 xīnwén news
便宜 piányi cheap
门口 ménkǒu doorway; 部门 bùmén department;
政府 zhèngfǔ government
听见 tīngjiàn hear
关系 guānxi connection
变化 biànhuà change, transform
世界 shìjiè world
收入 shōurù income
火山 huǒshān volcano
市场 shìchǎng market, 城市 chéngshì city, town
师傅 shīfu master
报纸 bàozhǐ newspaper
This week's worksheet - Xenophobia.
Xenophobia (Xe-no-pho-bi-a)
Xenophobia is a fear or contempt of that which is foreign or unknown, especially of strangers or foreign people. The term is typically used to describe fear or dislike of foreigners or in general of people different from oneself.
As with all phobias, a xenophobic person is aware of the fear, and therefore has to believe at some level that the target is in fact a foreigner.
For xenophobia there are two main objects of the phobia. The first is a population group present within a society that is not considered part of that society. Often they are recent immigrants, but xenophobia may be directed against a group which has been present for centuries. This form of xenophobia can elicit or facilitate hostile and violent reactions, such as mass expulsion of immigrants, or in the worst case, genocide.
The second form of xenophobia is primarily cultural, and the objects of the phobia are cultural elements which are considered alien. All cultures are subject to external influences, but cultural xenophobia is often narrowly directed, for instance at foreign loan words in a national language. It rarely leads to aggression against individual persons, but can result in political campaigns for cultural or linguistic purification.
1.) What is xenophobia?
2.) What are the two main objects of xenophobia?
3.) What is your attitude towards foreigners? Are you ‘xenophobic’?
4.) Do you respect foreigners as much as you respect Chinese people? Explain.
5.) In your opinion, why are some people xenophobic?
Vocabulary
1.) Fear: 惮, 忌惮, 恐惧, 懔
2.) Contempt: 轻视
3.) Foreign: 外来
4.) Unknown: 不得而知, 不明, 未知
5.) Especially: 格外, 特别是, 尤其
6.) Stranger: 陌生人
7.) Term: 术语
8.) Typical: 典型
9.) Describe: 摹画, 形容
10.) General: 大都
11.) Phobia: 恐惧症
12.) Aware: 察觉
13.) Level: 程度
14.) Target: 目标, 目的
15.) Main: 头等, 主要
16.) Object: 事物, 物, 物件
17.) Purify: 净化
18.) Society: 都会, 社会
19.) Consider: 忖, 考量, 揆
20.) Recent: 最近
21.) Immigrant: 移民者
22.) Century: 世纪
23.) Form: 式, 类
24.) Elicit: 引导出
25.) Facilitate: 使容易
26.) Hostile: 怀敌意
27.) Violent: 暴力, 暴烈
28.) Reaction: 反应
29.) Mass: 大量
30.) Expel: 赶走
31.) Case: 例子
32.) Genocide: 种族清洗
33.) Primarily: 主要地
34.) Elements: 因素, 元件, 组成
35.) Alien: 外来, 对外
36.) Subject: 遭到
37.) External: 外, 外来
38.) Influence: 影响
39.) Narrow: 狭, 戋
40.) Linguistic: 语言学的
41.) Aggression: 侵略
42.) Individual: 个人
Xenophobia is a fear or contempt of that which is foreign or unknown, especially of strangers or foreign people. The term is typically used to describe fear or dislike of foreigners or in general of people different from oneself.
As with all phobias, a xenophobic person is aware of the fear, and therefore has to believe at some level that the target is in fact a foreigner.
For xenophobia there are two main objects of the phobia. The first is a population group present within a society that is not considered part of that society. Often they are recent immigrants, but xenophobia may be directed against a group which has been present for centuries. This form of xenophobia can elicit or facilitate hostile and violent reactions, such as mass expulsion of immigrants, or in the worst case, genocide.
The second form of xenophobia is primarily cultural, and the objects of the phobia are cultural elements which are considered alien. All cultures are subject to external influences, but cultural xenophobia is often narrowly directed, for instance at foreign loan words in a national language. It rarely leads to aggression against individual persons, but can result in political campaigns for cultural or linguistic purification.
1.) What is xenophobia?
2.) What are the two main objects of xenophobia?
3.) What is your attitude towards foreigners? Are you ‘xenophobic’?
4.) Do you respect foreigners as much as you respect Chinese people? Explain.
5.) In your opinion, why are some people xenophobic?
Vocabulary
1.) Fear: 惮, 忌惮, 恐惧, 懔
2.) Contempt: 轻视
3.) Foreign: 外来
4.) Unknown: 不得而知, 不明, 未知
5.) Especially: 格外, 特别是, 尤其
6.) Stranger: 陌生人
7.) Term: 术语
8.) Typical: 典型
9.) Describe: 摹画, 形容
10.) General: 大都
11.) Phobia: 恐惧症
12.) Aware: 察觉
13.) Level: 程度
14.) Target: 目标, 目的
15.) Main: 头等, 主要
16.) Object: 事物, 物, 物件
17.) Purify: 净化
18.) Society: 都会, 社会
19.) Consider: 忖, 考量, 揆
20.) Recent: 最近
21.) Immigrant: 移民者
22.) Century: 世纪
23.) Form: 式, 类
24.) Elicit: 引导出
25.) Facilitate: 使容易
26.) Hostile: 怀敌意
27.) Violent: 暴力, 暴烈
28.) Reaction: 反应
29.) Mass: 大量
30.) Expel: 赶走
31.) Case: 例子
32.) Genocide: 种族清洗
33.) Primarily: 主要地
34.) Elements: 因素, 元件, 组成
35.) Alien: 外来, 对外
36.) Subject: 遭到
37.) External: 外, 外来
38.) Influence: 影响
39.) Narrow: 狭, 戋
40.) Linguistic: 语言学的
41.) Aggression: 侵略
42.) Individual: 个人
Proof that I rock.
Last week I gave my students a writing assignment. I basically asked them which country they'd like to visit/live in for a year if given the choice.
What follows is one of the student's responses:
If I could live in a different country for one year, I would choose America.
The most important reasons is: My English teacher is American. My classmates and I love him. So, I love America.
America is as big as China. America attracts many Chinese people who immigrate (to) this country. Americans are richer than Chinese people. This country people are very friendly and open. If I could live with an American family for a year, I could improve my spoken English (and) expand my awareness of the world.
Niu Yue (New York) is a beautiful country. And in this city science and technology is developed. and this city is famous all over the world. If I could live (in) Niu Yue I will find a(n) American boy. Because I think find another country's boy will be different. After a year, I will go back to China. China is my mother country. I like it very much.
Wang Si Si
What follows is one of the student's responses:
If I could live in a different country for one year, I would choose America.
The most important reasons is: My English teacher is American. My classmates and I love him. So, I love America.
America is as big as China. America attracts many Chinese people who immigrate (to) this country. Americans are richer than Chinese people. This country people are very friendly and open. If I could live with an American family for a year, I could improve my spoken English (and) expand my awareness of the world.
Niu Yue (New York) is a beautiful country. And in this city science and technology is developed. and this city is famous all over the world. If I could live (in) Niu Yue I will find a(n) American boy. Because I think find another country's boy will be different. After a year, I will go back to China. China is my mother country. I like it very much.
Wang Si Si
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