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A history of reading in late imperia...

Yu, Li.

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A history of reading in late imperial China, 1000--1800.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A history of reading in late imperial China, 1000--1800./
Author:	Yu, Li.
Description:	371 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2217.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093714

A history of reading in late imperial China, 1000--1800.
Yu, Li.

A history of reading in late imperial China, 1000--1800. - 371 p.

Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2217.

Thesis (Ph.D.)--The Ohio State University, 2003.

This dissertation is a historical ethnographic study on the act of reading in late imperial China. Focusing on the practice and representation of reading, I present a mosaic of how reading was conceptualized, perceived, conducted, and transmitted from the tenth to the eighteenth centuries. My central argument is that reading, or <italic>dushu</italic>, was an indispensable component in the tapestry of cultural life and occupied a unique position in the landscape of social history in late imperial China. Reading is not merely a psychological act of individuals, but also a set of complicated social practices determined and conditioned by social conventions.

A history of reading in late imperial China, 1000--1800.
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035 $a (UnM)AAI3093714
035 $a AAI3093714
040 $a UnM $c UnM
100 1 $a Yu, Li. $3 1254260
245 1 0 $a A history of reading in late imperial China, 1000--1800.
300 $a 371 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-06, Section: A, page: 2217.
500 $a Adviser: Galal Walker.
502 $a Thesis (Ph.D.)--The Ohio State University, 2003.
520 $a This dissertation is a historical ethnographic study on the act of reading in late imperial China. Focusing on the practice and representation of reading, I present a mosaic of how reading was conceptualized, perceived, conducted, and transmitted from the tenth to the eighteenth centuries. My central argument is that reading, or <italic>dushu</italic>, was an indispensable component in the tapestry of cultural life and occupied a unique position in the landscape of social history in late imperial China. Reading is not merely a psychological act of individuals, but also a set of complicated social practices determined and conditioned by social conventions.
520 $a The dissertation consists of six chapters. Chapter 1 discusses motivation, scope, methodology, and sources of the study. I introduce a dozen different Chinese terms related to the act of reading. Chapter 2 examines theories and practices of how children were taught to read. Focusing on four main pedagogical procedures, namely memorization, vocalization, punctuation, and explication, I argue that the loud chanting of texts and the constant anxiety of reciting were two of the most prominent themes that ran through both the descriptive and prescriptive discourses on the history of reading in late imperial China. Chapter 3 delineates a culture of reading dominated by males through a discussion of key elements of this culture: reading habits, the treatment of books, the hygiene of reading, reading paraphernalia, the elite conceptions of reading, and popular attitudes toward reading. Chapter 4 investigates women's reading, including their road to literacy, and representations of what and how they read. I argue that what caused the growing patriarchal anxiety over women's education during the late imperial period was not the rise in female literacy or the growth of female erudition, but rather the expansion of women's literate practices, particularly writing in the sphere of men. Chapter 5 probes the questions of why and how non-Han peoples learned to read Chinese. I investigate the cases of four different groups: “alien rulers” (Khitans, Jurchens, and Mongols), Jesuits, Chinese Jews, and Koreans. Chapter 6 reflects on the influence of the culture of reading on contemporary Chinese society, offers pedagogical considerations of teaching Chinese as a foreign language, takes issue with some Western paradigms of reading and orality, and provides suggestions for future research
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093714