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Course Description  

        This course is usually the compulsory course in other university, but due to special condition, we change it into an elective one. For those who plan to teach in middle school, taking this course is the requirement of the Ministry of Education; for those who attempt to apply for other institutes of Chinese Literature, perhaps it is necessary as well.

        Knowledge requires accumulation; for example, it’s fine for senior high school students to know the title of Thirteen Classics and Twenty-Four Histories, while a college students have to learn the books’ most authoritative annotators, some critical common sense about text’s system—there is no reason to move backwards. Ten years ago, there was a student enrolling in our master class from other college, who discovered: even students in NTHU, Department of Chinese Literature, did not know Mr. Huang, Chi-Kang; more ridiculously, there were questions popping out to ask about what dynasty Mr. Ku, Chieh-Kang was. She wondered if she came to the wrong place. From this case, we can see the infertility of students’ knowledge to classics. Therefore, we won’t request much in the course, only hoping to teach the basic knowledge Confucian classics, historical records, philosophical writings and miscellaneous works.

        It does definitely no good to do research in a simple way. Problematic follows after literacy—the shallower one is, the more difficult for one to see a problem; or, those who consider a thing to be a problem, but it turns out that predecessors had solved it to a degree; or the problems are waiting for a solution, but one provides an answer without depth and width. When it comes to a nice question, one don’t which books can be referred; or, although one may know the reference books, he or she uses minor popular work as a layman.; even though which books can be looked up,  one doesn’t understand the stylistic rules and layout so that he or she cannot know how to quote them.

        In general, it is said that this course is functional course, so it was for the freshmen. However, it is afraid that it exposes the fallacy of formalism. According to the result of realistic learning, students had better have known some of people’s names and titles of books, have studied several annotation from the ancients in ancient books, and then have a deeper impression of what they have understood  through this course by unification,  reorganization, complement, and deeper explanation.  Therefore, it won’t turn out only to learn by recite mechanically, forgetting everything right afterwards

Textbooks

References
市面上一般這方面的書如:

大致都可參看。一些過時、不足之處，課堂上會提出，也歡迎同學主動問及。
This is the suggestive book lists in general. Some of outdate and insufficient parts will be corrected during the course, and we also welcome you to ask the questions. 

Teaching Methods
  one-sided teach

Syllabus

        Owing to relatively many problems in the Classics, so we will probably finish this part after the mid-term test. About History and Philosophy, we will go through the essentials and the part which is no time to talk will be substituted for the handouts. According to past experience, Literature is hardly taught, but this area of this textbooks is quiet simple and clear with sufficient coverage.

        The reference of knowledge and research is supposed to keep pace with the times. Therefore, we will introduce the lecture related to the rare book collections and the critical modern unearthed documents. For instance, Mawangdui and Shuangdudui’s Classic of Changes and the modern one have a lot of differences. Military books having never been discovered before in Yinqueshan claimed what Hejaz informed—there is indeed chi version in addition to wu version; few years ago, a batch of letters, bought aboard and given to Peijing Tsing Hua University, are impressively discovered lost-for-2000-years Charge to Yue [of Fuxian] parts 1, 2 & 3, which proved that the extra part of Book of Documents is counterfeited, breaking down argument defeaters’ fallacy in recent years.