| Academic Year |
2026Year |
School/Graduate School |
Graduate School of Humanities and Social Sciences (Master's Course) Division of Humanities and Social Sciences Humanities Program |
| Lecture Code |
WMBG3001 |
Subject Classification |
Specialized Education |
| Subject Name |
中国文化文献研究Ａ |
Subject Name
（Katakana） |
チュウゴクブンカブンケンケンキュウA |
Subject Name in
English |
Study of Chinese Cultural Literature A |
| Instructor |
AOYAMA DAISUKE |
Instructor
(Katakana) |
アオヤマ ダイスケ |
| Campus |
Higashi-Hiroshima |
Semester/Term |
1st-Year, First Semester, First Semester |
| Days, Periods, and Classrooms |
(1st) Fri5-6：LET A101 |
| Lesson Style |
Seminar |
Lesson Style
(More Details) |
Face-to-face |
| seminar discussion |
| Credits |
2.0 |
Class Hours/Week |
2 |
Language of Instruction |
J
:
Japanese |
| Course Level |
6
:
Graduate Advanced
|
| Course Area（Area） |
23
:
Arts and Humanities |
| Course Area（Discipline） |
01
:
Philosophy |
| Eligible Students |
1 |
| Keywords |
Kangaku (漢学), Japanese Sinology, the Bakumatsu–Meiji Restoration period (幕末維新期) , Kogaku (古学) School,Japanse Confucian. |
| Special Subject for Teacher Education |
|
Special Subject |
|
Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students) | |
|---|
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students) | |
|---|
Class Objectives
/Class Outline |
By closely reading (in a seminar format) "Sokken Ikō" (息軒遺稿) by the Confucian scholar Yasui Sokken (安井息軒: 1799–1876), who was active during the Bakumatsu–Meiji Restoration period, this course aims to:
1. deepen understanding of Japanese Confucian thought and the intellectual climate of the late Edo period
2. cultivate comparative insight into similarities and differences between Japanese and Chinese Confucian traditions
3. improve students’ ability to read classical Chinese texts using the Kundoku (訓読:Japanese-style reading of classical Chinese) |
| Class Schedule |
Session 1: Guidance (Part I) — Yasui Sokken and his historical context; assignment of presentation roles
Session 2: Guidance (Part II) — The Japanese Kogaku (Ancient Learning) School
Session 3: Close reading of Sokken Ikō (1)
Session 4: Close reading of Sokken Ikō (2)
Session 5: Close reading of Sokken Ikō (3)
Session 6: Close reading of Sokken Ikō (4)
Session 7: Close reading of Sokken Ikō (5)
Session 8: Close reading of Sokken Ikō (6)
Session 9: Close reading of Sokken Ikō (7)
Session 10: Close reading of Sokken Ikō (8)
Session 11: Close reading of Sokken Ikō (9)
Session 12: Close reading of Sokken Ikō (10)
Session 13: Close reading of Sokken Ikō (11)
Session 14: Close reading of Sokken Ikō (12)
Session 15: Close reading of Sokken Ikō (13) |
Text/Reference
Books,etc. |
Yasui Sokken, "Sokken Ikō” (息軒遺稿,1878), edited by Yasui Senkiku. |
PC or AV used in
Class,etc. |
Handouts, Microsoft Teams, moodle |
| (More Details) |
|
| Learning techniques to be incorporated |
Discussions |
Suggestions on
Preparation and
Review |
Preparation:All students are expected to read the assigned text in advance, even if they are not responsible for presenting.
Review:Rewriting the portions read in class into kundoku-style Japanese prose (Kakikudashi-bun) is highly effective for improving classical Chinese reading skills. |
| Requirements |
Ability to engage in reading classical Chinese texts using kundoku (訓読:Japanese-style reading). |
| Grading Method |
1. engagement and attitude toward coursework
2. quality of presentations and participation in class discussions
|
| Practical Experience |
|
| Summary of Practical Experience and Class Contents based on it |
|
| Message |
|
| Other |
|
Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching. |