Pitzer in China Academics
To communicate with Chinese people and participate as fully as possible in the culture is the most important educational objective of the program. Greater communicative competency in the Chinese language is fundamental to the fulfillment of that objective. Instruction at all levels emphasizes oral proficiency but also includes the reading and writing of Chinese characters.
Written Chinese is integrated into the language curriculum at all levels. The texts and materials used are articulated with the Chinese language curriculum used in many Chinese language programs in the United States. While an important goal of the course is to enable students to master the same number of characters in Beijing as they would learn in an equivalent semester class at The Claremont Colleges, students who wish to progress to the next level of Chinese upon their return to the States are encouraged to take personal responsibility for learning the characters required by their school for a particular level of Chinese. The program also employs supplementary texts and materials containing vocabulary and concepts that are introduced in other components of the program.
Students are asked to make a commitment to interacting in Chinese as much as possible during the program. In addition to the 120 hours of work in the language classroom, students are required to speak Chinese with their Chinese tutors, their host families, in the community, and among other students. Advanced students are asked not to act as interpreters for beginning students, but rather, to help facilitate communication in Chinese among all their peers.
Assessment and Grading for All Levels
Students are given daily assignments, exercises, and weekly quizzes. Language-in-the-field exercises provide guided structure for using language features learned in class in real situations out of class. These field exercises also serve to integrate the language curriculum with material from the course on Contemporary China and the various electives offered by the program. Grades are based on homework, quizzes, and mid-term and final examinations. Students are also evaluated on their interaction in Chinese with their Chinese roommates, Chinese host families, and with program staff and peers.
Sample Syllabus: Intensive Elementary Chinese Language: 101A
This course is designed to help students build a solid foundation. The focus will be on skills in speaking, listening, reading and writing. It will help students understand how the Chinese language works grammatically, and how to use it in real life, and communicate at a basic level with local people.
Textbook: Integrated Chinese, Level 1 part 1 Simplified Character Edition, Tao-chung Yao and Yuehua Liu. Cheng & Tsui Company, copyright 2005.
|Attendance and Performance||10%|
Attendance and Performance
Attendance is mandatory unless absence is due to illness or other legitimate reasons acceptable to the instructor. Unexcused absences will adversely affect the student’s grade, and more than 3 unexcused absences will result in an attendance grade of zero. Late attendance will also affect a student’s grade, and tardiness of over 10 minutes will be considered an absence. Performance will be graded on both the quantity and the quality of a student’s participation. Students are expected to faithfully follow the Daily Schedule (see below) and come to class well prepared.
Please write legibly and double or triple space the exercises to provide the instructor with room for correction. Incomplete or late work will be corrected but wil not receive full credit.
Tutorial: Each student has his/her individual language tutor, who teaches two hours a week. The tutorial schedule will be decided between the student and tutor during the first week of classes. Attendance is mandatory unless absence is due to illness or other legitimate reasons acceptable to the tutor. Late attendance will also affect a student’s grade, and tardiness of over 10 minutes will be considered an absence. Performance will be graded on both the quantity and the quality of a student’s participation. The tutorial content typically includes:
- Review & Preview: Work as a side line to the main language classes. The tutor will help the student to practice before or after class with a target on the individual’s needs.
- Real life Practice: Serves as a structured outdoor class for situational learning and practice around Beijing so that students get used to “live” Chinese spoken. For example, banking, post office business, shopping at a market, etc.
- Local Social Events: The tutor makes arrangements for the student to participate in Chinese spoken only social events, at an interval of minimum once every four weeks. For example: birthday parties, family/friends gatherings, clubs, sports, etc.
- Dictation: It will be taken once for each lesson. Students should write legibly and double or triple space exercises to provide the instructor with room for correction.
- Weekly Quizzes: Each quiz includes both oral and written tests, in total lasts for about 1 hour, taken on Fridays. A student has the option of sitting out two quizzes or eliminating two lowest-graded quizzes from overall grade consideration. Under normal circumstances, there will be no make-up tests.
- Midterm and Final Examinations: Both exams include oral, listening and written tests. In particular, the oral test will be graded on pronunciation; grammar; vocabulary; content; and organization.
Note: It is the policy of the Pitzer program that simplified form of Chinese characters is taught only in classes. But the student has options to write in either forms. The phonetic system adopted is the Pinyin system.
Problems: Students with concerns or comments should first speak with his or her instructor, who will do everything that s/he can to address all concerns, questions, comments, and suggestions presented by students. Students may also e-mail or phone their instructor to schedule a private meeting.
Students should not hesitate to speak to their instructor should they have any problems, comments or questions about the course.
Through lectures, study trips, discussions, readings, writing assignments, and immersion activities, students are provided with the information and experience necessary to develop their own understanding and appreciation for the culture and the people of the People's Republic of China.
- 1. Attendance and culturally appropriate participation in all course activities (40%)
- 2. The Field Book (60%)
• 40%, Eight assignment worth equal credit, i.e. 5%
• 20% The Rural Field Research Project
2:00 – 4:00pm, on Thursdays of the following weeks. Topics listed are subject to change under any circumstance.
|Week 2||Beijing University and its Role in Modern China|
|Week 3||Beijing University and its Role in Modern China|
|Week 4||Chinese media and society|
|Week 5||China in the Global Economy|
|Week 6||A visit to Buddhism temples|
|Week 7||Rural China|
|Week 8||City plan and architecture in old Beijing|
|Week 9||Population issues|
|Week 10||Jiangnan – A Tour on Classic Literature|
|Week 11||Peking Opera as a performing art|
2. Field Work in Rural Area
In order to get engaged with village residents and utilize language skills, during the rural stay students will conduct participatory research in the village. With a ‘scavenger hunt’ team, students will choose a topic to carry out field work – which can be in forms of interview, survey, filming, photographing, observation, participant activity, or all of them. Utilize internet and library resources in researching the background and context of your topic (if applicable).
Student should keep in mind that their research / activity period is extremely short (3 days). Students should pick a topic that can be readily accomplished in this period of time. Students may pick one of these topics or design your own with consultation with the course director. A one page research plan should be submitted to the office email a week prior to rural stay departure.
- • Agriculture: The different agriculture activities in the area and find out their respective annual yields. What the income structure is like and how it has been changing since 1970s?
- • Government: The structure and functions of the village committee; The roles of the CCP; Party Members in the village.
- • Media: What is the media consumption like in the village? Use of Internet/new media. Comparative studies on different generations.
- • Food: locally produced foods or specialty farm foods of the area. Changes in eating in the last 30 years. Cook with your host family and learn how to cook regional dishes. Dinning manners. Drinking manners.
- • Recreation: recreation/leisure activities in the village.
- • Environmental Topics: Environmental issues important to villagers.
- • Education: Education and schooling in the village.
- • Old Age: older-aged residents’ life; how village has changed, activity levels, etc. Spend time with your older aged resident, document their day. Life story of people over 60 years.
- • Family: Family history; family connections (by blood or marriage) throughout the village; Comparative study on different generations’ marriage life.
- • Urbanization: Migrate workers; Types of jobs in city; Income levels; Life style change.
The final product of the students’ research will be represented in a formal written report. Minimum 10 pages (double space). The report should include: Title; Summary; Research Method; Finding & Analyses; Further Thoughts; Acknowledgements and Bibliography. Due date: same as the 4th FB.
3. Study Trips
The local field trips provide insight into the history, significance, and purpose of the Beijing area’s most important monuments, cultural events as well as daily life. This semester will cover trips to the Summer Palace, Great Wall, and the Forbidden City.
In addition to the above students will travel outside of Beijing to observe and experience a sampling of culture unavailable within the capital city. Trips have been designed mostly as off-tourist-tracks, with special Pitzer features.
4. Chinese Roommates and Rural Family Stays
At the very foundation of our educational model is the opportunity for students to participate as fully as possible in local life and culture. This is accomplished through living with Chinese roommates, the rural family stay and immersion activities. These aspects of the program allow students to develop an understanding of the culture that cannot be gained from textbooks or lectures, and often lead to relationships that last long after the program.
5. Immersion Activities
The aim of these activities is to bring students into situations and experiences unique to China, which might otherwise be missed. Immersion activities serve to open students to a world of cultural experiences that might be outside their own comfort zones. This section has been developed with the generous help of Beijing’s first group of students, i.e. Fall 2001.
- Go, by yourself or with one other people, to Tian Tan (Temple of Heaven) in the early morning, stay there for two hours and participate in at least one form of dance, exercise, or other recreation.
- By yourself or with another person, take the bus to the night market at Donghua Men and have your evening meal there.
- By yourself or with a Chinese friend, take the bus to Tiananmen Square to watch the flag raising.
- By yourself on bicycle, go to Dazhongsi (Great Bell Temple) DIY Home store and the opposite wholesale food market. Buy something for your host family.
- By yourself, take a bus to Dongsi North Street, wonder down the shops, and buy something for your roommate or other Chinese friends.
- By yourself, go to the underground food market cross street of HSC campus, buy some fruits from a friendly looking vender. Talk to the vender and find out: where is s/he from? Is s/he with her/his family in Beijing? Where do they live? From where and how do they get their sales everyday?
- Cultural Activities
- Learn how to cook a Chinese meal, prepare that meal for your host family.
- Ask someone to teach you a ‘zhongguo ge’ (song).
- Read any of the four Chinese classics in its entirety.
- Memorize a Chinese classic poem. And write it out on paper using traditional calligraphy.
- Take part in one activity organized by Peking University student Peking Opera Club.
- Volunteer to be a music DJ for HSC student radio station on campus.
- Create a family tree for your host family. The tree must extend back at least three generations and include as much relevant data (name, age, location, occupation etc.) as possible.
Choose a neighborhood somewhere in Beijing. You are then responsible for drafting a map of every street, alleyway and significant location (Gates, temples, government offices etc.) within that neighborhood. Every building, street, and sidewalk will be observed, exposing students to the design and culture of an entire functioning community.
6. Chinese Tutors
Each student is assigned with two tutors who are selected graduate students from Peking University. Aside from four hours of tutorial a week, excursions and discussion sessions with tutors are organized to encourage mutual understanding and learning.
7. Field Book
A series of projects and papers will be assigned which together comprise the Field Book. Assignments vary in writing category and grading criteria (see the Onsite Handbook section “Field Book” for detail description).
* Format requirement for text assignments: in digital form, submit either via email or on a flash disc; double space. Your name, date, set number/category clearly stated on the top right corner.
The assignment topics are outlined at below. As for your writing, please add on your own title which better fits according theme and content.
SAMPLE ASSIGNMENTS FOR STUDENTS
Hand in by Week 3
- Descriptive Letter Home (minimum 1200 words)
Write a letter to someone back at home, i.e. friends or family or …, who has never been to China. Topics you choose to cover must be encounters during your Scavenger Hunt on Saturday, 1 September.
Try to focus up rather than being generalized.
Hand in by week 5
- Create Your Own – Beijing University
Taking into considerations the unique role Beijing University has played in Chinese history, as well as the school’s reputation as one of the most prestigious places of higher learning in China, create a project, which can be a montage of images, photo essay, or other graphic representation that you feel captures Beida’s significance and importance in modern China. Include a short justification of each of the images you chose to use, explaining what they represent to you.
- Story drawn from experience - My study trip to Anhui (minimum 1200 words)
Write a letter to a friend or family to describe part of your recent study trip to Jiuhuashan and Huangshan. Try to focus and write with a theme, rather than to generalize.
Hand in by week 8
- Thesis Driven Essay (minimum 1500 words):
Engage your tutor or another Chinese college student in a conversation about their experiences during the 2008 Beijing Olympics. Ask them to guide you browsing the Internet about this event. Compare with your experience of reading the Olympics from the Western Media, discuss issues which interest you with your tutor. Write an essay to include your observations, investigations, views developed from the conversations, readings, lectures and other resources.
Hand in by week 10
- Story drawn from experience – (minimum 1200 words)
Engage your tutor and/or other Chinese student in a conversation about his/her school years, and/or childhood. Pick up something interesting you and do further research with your Chinese counterparts. Image you are one of them who grew up in China, write a story about one part of your life.
- Cultural Immersion Activity
Choose and complete one Immersion Exercise from the list (see part 7). Hand in a short text which explains what you have accomplished. Visible supporting evidences (i.e. pictures, drawings, entrance tickets etc) must be included.
Hand in by Week 16
- Thesis Driven Essay – Changing China (minimum 1500 words)
One of the most talked about issues in China today is change. Economically, politically, and internationally, the nation is in the process of transforming itself. Compose an essay focusing on a single area of interest that you believe will significantly change in the next ten years. Justification for your arguments should be drawn from the nation’s history, contemporary political and social issues, as well as personal observations and experiences. This essay is intended to be a capstone for your field book: utilize readings, observations, discussions and lectures from the entire semester to support your argument.
- Acceptance Letter (minimum 1200 words)
Write a post acceptance letter to a student who is planning on participating in the Pitzer in China Programmed. Good submissions will be included in our pre-departure packet and distributed to upcoming students. Feel free to discuss topics you feel will help the new students cope with life in China and the Pitzer Programmed specifically.
8. Assigned Readings
• Sang Ye, China Candid, University of California Press, 2006
• Lin Yutang, The Importance of Living, Foreign Language Press, 1998
• Lu Xun, Call to Arms, Foreign Language Press, 2000
- Reading Packet:
- Section One: Current Cultural History of China
• Selection from The Analects: The introduction of Confucius by Yang Fengbing; Xue’er Chapter. English translation by Arthur Waley, Chinese translation by Yang Bojun. Foreign Language Press, 1999
• Lin Yutang, “Ideals of Life”, My Country and My People, Foreign Language Press, 1998
• De Bary, William Theodore and Tu, Weiming, eds., Confucianism and Human Rights, Introduction
• Zhang; Harwood, “Modernization and Tradition in an Age of Globalization”
Section Two: Communist Party and Chinese Politics (Party history, political structure)
• Selected Works of Mao Tse-Tung Volume 1. (Peking: Foreign Languages Press, 1967 ):Analysis Of The Classes In Chinese Society Report
• Saich, Tony, “The Chinese Communist Party”, Governance and Politics in China
• Starr, John Bryan, “The Party-State and the Power Grid”, Understanding China
• Litvinov, Oleg: Renewal of PRC’s Social Structure and Political Systems, Far Eastern Affairs.
Section Three: Population Growth, Rural – Urban Issues, Floating Population
• Star, John Bryan, “One Billion Plus: Controlling Population Growth” , Understanding China
• Li, Cheng, “200 Million Mouths Too Many”, China Reader: The Reform Era, Vintage books, 1999
• Oi, Jean C.; Lu, Xiaobo; Liu Yawei; “Crisis in the Hinterland; Rural Discontent in China”, Woodrow Wilson International Center for Scholars, 2003
• Salzman, Mark, Iron and Silk, Selection
Section Four: China’s Economy- International Affairs
• Star, John Bryan, “China’s Economy: Who Owns What, Who Works Where, and Who Makes the Decisions”, Understanding China
• Overholt, William: China’s Economy: Resilience and Challenge, Harvard China Review, Spring 2004
• Frisbie, John; Overmeyer, Michael, US-China Economic Relations: Next Stage, Current History, September 2006
• Spence, Jonathan; Wolf, Martin; Tellis, Ashley; Kharas; Pei, Minxin, “China Rising: Essays” Foreign Policy Special Report
• Hays Gries, Peter, “Introduction”, China’s New Nationalism
• CCP White Papers, Parts 1,2,4,5, China’s Peaceful Development Road, December 2005
• Medeiros, Evan S., China Debates Its "Peaceful Rise" Strategy, Yale Global Online, 22.6.2004
• Goodman, Peter S., China Invests Heavily In Sudan's Oil Industry, Washington Post, 23.12.2004
*Additionally, an extensive collection of readings are available in program library.
Course Director: Wang Xiaomei
Office Hours: By appointment
Independent Study Projects are intended to give each student the opportunity to explore topics of personal or professional interest for academic credit under the guidance of academic advisors, an internship supervisor or an art master. Through the field study, students will:
- • Gain an introductory level of field study skills in a different cultural setting
- • Increase their Chinese language proficiency
- • Engage with members of the Chinese community
- • Obtain knowledge and skills in their chosen subject area
Students may choose any topic that relates to the student's China experience, is educationally viable, and is sensitive to the host culture. Fformats depend upon a student's personal interest, subject matter, language proficiency, and the availability of suitable specialty advisors and other resources include:
- Anthropological/Sociological Fieldwork Project (one course credit)
- Media Studies Project – Film/video, photo essay, blog, graphic design, etc. (one course credit)
- Neuroscience Lap Project (one course credit)
- Art Apprenticeship (one course credit)
The anthropological/sociological fieldwork and filming project options can be carried out over a wide variety of topics, including, but not limited to environmental studies, politics, public health, migration studies, ethnic studies, international relations, linguistics, anthropology studies, population studies, economics, gender studies, urban studies, religion, media studies, and education.
For students who choose the Traditional Chinese Medicine elective course and who have sufficient background in biology and/or neuroscience, there are possibilities for a related Independent study project in neuroscience. Students interested in neuroscience should notify Pitzer at least three months before the start of the program.
The art apprenticeship is possible in calligraphy, painting, Tai Chi, and music.
All independent study projects require a final written report with a significant analytical component as well as other appropriate documentation of learning depending on the student’s topic. The program strongly recommends that students select a project that involves field research, oral interviews, participant observation and other techniques that facilitate cultural immersion over those involving primarily library research. Topic selection may be limited due to available resources and local conditions.
Electives (other than the TCM and Advanced Chinese language elective) are conducted and evaluated in several parts:
- • Study Plan (10%): A 2-4 pages’ (double space) outline detailing your plans and goals for each stage of study (see below for further details).
- • Communication with advisors (i.e. the course director, and the assigned supervisors/masters/advisors when applicable) / tutors (15%): 1. Set regular meetings with your advisor/tutor and let him/her have the evidence of your progress and you have their approvals on big steps. Take the initiative to contact your advisors/tutors. 2. Drafts of your final paper handed in well in advance for advisor’s comments and further revisions.
- • Class Participation/Presentations (15%): 1. Active participation in group discussions. Students are required to finish reading assignments before class and be prepared to discuss them in class. 2. A 10 minutes presentation on your research plan in the class. 3. A 10 minute progress presentation on your research work/internship/apprenticeship, to share findings with your audience.
- • Article Review (10%): Read the required Geertz and Said articles and write a review. Dissect and explain the main concepts presented in the articles. Apply these concepts to your recent experiences in China and present analysis. Minimum 1500 words, in Word document, submit in an email attachment.
- • Completed final paper/report (50%)
- Papers for the anthropological/sociological research projects should be at least 20 typewritten pages (double space). In a publication-style format.
- Project reports for filming, internship and art projects at a reduced length.
Requirements for the Research Proposal
- • This document should include the following:
- • Title of your study project.
- • Abstract – describe the purpose of the project.
- • Methods – how are you going to carry out your project?
- • Study Schedule – time involvement, study locations and a weekly time schedule
- • Sample Questions – applicable only to anthropological studies
- • A bibliography of books and articles which you will use, when applicable.
Final Paper Format Requirements
The final paper must be typed, paginated and written in a publication-style format which includes the following components:
- I. Cover Page with Title, Student’s name, Advisor’s name, Program and Date
- II. Summary: a short paragraph outlining the project
- III. Personal Statement: 2-3 typewritten pages in which you analytically examine the experience itself. This is a creative section that allows you to reflect upon your experience and share some of your adventures and new insights with others
- IV. Introduction
- V. Methodology
- VI. Description of findings and in depth discussion
- VII. Conclusions, Projections, and Questions for further study
- VIII. Acknowledgements and Bibliography
Graduate Student Tutors
Each student is assigned with a graduate student from Peking University as a field work tutor. A tutor provides assistance in translation, interpretation, access to local resources/library, escort to research site, and guidance in cross-cultural learning.
Students will work with their tutor in average 2 hours a week. Tutors will participate in all group classes, discussions and the progress presentations.
Progress Presentation Requirements
- • Students will have 10 minutes to talk about their project progress (or to demonstrate their learned skills for an art apprenticeship) which is followed by audience critique and Q&A. The audience will include program staff, fellow students, and DISP advisors/tutors.
- Students are expected to give an overview of their experience and learning up to date that will be interesting and understandable for everyone.
- Students may add photographs, pictures, or sound recordings to their presentation. Be sure to notify the Program Office in advance of any audio-visual equipment you may need.
- Formal presentation dress code.
*Evaluation of the presentation will be based upon:
1. Level of organization and structure of presentation
2. Discussion of both the study process and your achievements
3. Ability to promote interest and capture the listener's attention
4. Whether the presentation is articulate, confident and relevant
|Week 1||Introduction to the course / tutors introduced
The purpose, the requirements and timelines
|Week 2||Discussion and Student presentation (each 5-10 minutes) on the individual research plan
Required readings -Clifford Geertz: Local Knowledge (Introduction)
Edward Said: Orientalism (Introduction)
|Week 3||Proposal due (by 12:00, Wednesday)|
|Week 5||Discussion - Perspectives and positions|
|Week 5-13||Conduction of interviews and other field study|
|Week 7||Article review due (by 12:00, Wednesday)|
|Week 9||Individual presentations|
|Week 13-14||Final stage and paper/report writing|
|Week 15||Final paper due (by 12:00, Wednesday)|
Recommended Reading List
Daniel Chambliss & Russell Schutt: Making Sense of the Social World
Earl Babbie: The Practice of Social Research
Carol Barley: A Guide to Field Research
Rober Weiss: Learning from Strangers
These books are available at the program office library and can be checked out for a maximum of a week based on first-come and first-serve rules.
(0.5 course credits = 2 semester units)
- Traditional Chinese Medicine (TCM) ( half course credit)
- Beginner's Chinese Characters (half course credit)
- Advanced or Classical Chinese Language Study (half course credit)
This is an introductory course to an alternative medical tradition with an established body of theory and practice that Chinese students master in a six-year course of formal study. The educational objectives of this course are to enable foreign students to:
- • Understand the basic concepts of Chinese medical theory based on modern science knowledge
- • Use the terminology of Chinese medicine and employ basic theoretical concepts to discuss and evaluate specific medical conditions
- • Understand how Chinese medicine functions as a part of the overall system of health care delivery in China
- • Practice some rudimentary Chinese medicinal therapies
The course integrates classroom instruction, clinical observation, and interaction with doctors and patients to provide a comprehensive introduction to the following areas of Chinese Medicine:
- • Traditional Chinese Medical Theory
- • Acupuncture, Tuina & Moxibustion
- • Guest lectures topics to introduce diversity of voices on TCM
Please see appendix for full details of each area of study.
Dr Guo Jia
Dr Huo Zejun
Requirements and Grades
Class Presentation (20%): Choose a topic either from the below suggested list or identify your own in consultation with Professor Ma. Prepare for a 15 minute presentation at class to give on a date agreed by Professor Ma.
- • TCM in my eyes (for instance, what is the most prominent features of TCM)
- • Comparative studies on perspectives of TCM and Western Medicine on human health and diseases. Students can choose to focus on a case, to discuss and evaluate it, preferably from the aspect of clinical applications.
- • Therapeutic strategies and methods of TCM
Essay Writing (30%): Students are required to write a 1000 word essay on a chose topic from the topic list. Assignment should be sent by email in MS Word to Dr. Guo.
Clinic Skills- Acupuncture and Tuina (20%)
Final Examinations (30%): The exam will cover the entire semester’s lectures and clinical practice.
Sample Course Schedule
Wednesdays, 2:00 – 5:00 pm except being marked otherwise.
Location: 2nd floor classroom, ISD. Changes are possible due to unpredictable changes in doctors’ work schedules, etc.
|Week 2||Intro to the Couse
TCM basic theory & field work
|Week 3||TCM basic theory & field work||Guo|
|Week 5||TCM basic theory & field work||Guo|
|Week 6||TCM basic theory & field work||Guo|
|Week 7||Guest lecture
|Week 8||Acupuncture & tuina
|Week 9||Acupuncture & tuina||Huo|
|Week 10||Acupuncture & tuina||Huo|
|Week 11||Acupuncture & tuina||Huo|
|Week 12||Final exam (1 hour)||Huo|
Section One: Traditional Chinese Basic Theory & Field Work
This part will mainly cover the following areas:
1 TCM current practice in modern Chinese society and differences with practice in history
2 Characteristics of TCM basic theory
2 Five Elements
3 Jing (vital essence) and Qi (vital energy)
Reading: Reading packet for TCM, Chapter 1, Session1, 3
Application of the Key Concepts
1 Human body through the perspective of Yin-Yang and Five Elements Theory Systems
-The Five Zang & Six Fu organs
Reading: Reading packet for TCM, Chapter 1, Session2
2 Causes of diseases and pathogenic factors
Reading: Reading packet for TCM, Chapter 1, Session4
3 Traditional Chinese drugs
Reading: Reading packet for TCM, Chapter 2, Session 1, 2, 3
Clinical Practice & Field Visits
Diagnosis of TCM
Reading: Reading packet for TCM, Chapter 3, Session 1, 2 3
Section Two: Acupuncture/ Tuina/ Moxibustion
This part will mainly cover the following areas:
General introduction and basic theories of acupuncture, tuina and moxibustion
Reading: Reading packet for TCM, Chapter 4, Session 1
Meridians and acupoints and manipulation with acupuncture
Reading: Reading packet for TCM, Chapter 4, Session 2, 3, 4
Tuina theory and manipulation
Reading: Reading packet for TCM, Chapter 5 Session1, 2, 3
Tuina manipulation and treatment of common diseases
Reading: Reading packet for TCM, Chapter 5, Session 4
This part is designed to provide you more diverse angles to look at TCM. 2 topics will be chosen from the below list depending on doctors’ availability.
- • The intersection of TCM and modern neuroscience (Luo Fei)
- • Qigong treatment in TCM (Zhao Baixiao)
- • What Makes TCM? – a historical review. (Xu Wenbin)
- • A Comparative Study on TCM and WM (Ma Zhizhong)
This course is designed to complement the Beginners Chinese language class. The focus is on strengthening student Chinese reading and character writing skills. This is an option for students who wish to progress on to the next level of Chinese at their home institution. This class meets every day after the language class.