Course Syllabus

Course Information：

Year-Semester	Course Number	Course Name	Phase	Credits	Hours	Required/Elective	Instructor	Class	Student NO.	Withdraw	Note
Fall Semester Year 2026	366787	The History of Chinese Philosophy	1	2.0	2	△	CHEN, YI	Core Curriculum (III)	0	0	人文與藝術向度

Course Plan：

Instructor	CHEN, YI　Office Hours
Email	chenyi@ntut.edu.tw
Last Updated	2026-06-08 22:37:08
Course Objective	This course deals mainly with the essence of Chinese traditional thought, trying to sovle the riddles lying behind the msytery of Asian philosophy. Through lectures and class discussion, students are expected to have a better command of the significant stream of thinking development for the Chinese people and look into the future cultural development. As for the course planning, this course consists of the following five topics: Pre-Chin philosophers, Taoism in Wei and Jin Dynasties, Buddism in Sui and Tang dynasties, Confucianism in Song and Ming Dynasties and modern philosophy. The course will be presented with simple approaches and lots of class discussions in the hope that students will realize the wisdom explored by important philosophers throughout Chinese history, which will in returen provide students with much more promising and enrihed way of life.
Course Schedule	Week 1 Course Introduction: The Spirit of Chinese Philosophy Week 2 Confucius Week 3 Mencius, Xunzi Week 4 Teachers’ Day Week 5 The Logicians Week 6 Laozi Week 7 Zhoungzi Week 8 Retrocession Day Make-up Holiday Week 9 Presentation Discussion (Students need to give a specific topic of interest for the oral presentation.) Week 10 School Anniversary Make-up Holiday Week 11 Hanfeizi Week 12 Research and Discussion Week 13 Mozi Week 14 The Chinese Buddhism Week 15 Group Presentation 1 Week 16 Group Presentation 2 The flexible learning content for Weeks 17–18 of this course is as follows: Category: Participation in course-related assignments. Content: In Weeks 17–18, students are required to participate in a field visit and complete the assigned tasks. Hours: A total of 4 hours. Learning Outcomes: Students must upload the assigned tasks before class in Week 18. Assessment Percentage: In-class assignments for Weeks 17–18: 10%.
Evaluation and grading policy	Class Participation and Assignment: 60% Visit Activity: 10% Group Presentation: 30%
Materials	All right reserved. Do not reproduce without permission. Foreign-language textbooks:Yes JeeLoo Liu (2006). An Introduction to Chinese Philosophy: From Ancient Philosophy to Chinese Buddhism, Blackwell Publishing Lily Zhang (2011). Thirty Chapters on the History of Chinese Philosophy, Le Jin Books. Wing-Tsit Chan (1973). A Source Book in Chinese Philosophy, 4th Printing, Princeton University. I will select some primary Chinese philosophical works as self-made teaching materials. Translations of some texts can also be found online on the Chinese Text Project (https://ctext.org/).
The access to curricular consultation	chenyi@mail.ntut.edu.tw
Expanding teaching and resources	● 參與式創新教學 (Participatory & Innovative Teaching) 強調學生參與與產出，導入翻轉、PBL/專題、設計思考或遊戲化等策略。 Emphasizes student engagement and outcomes by adopting strategies such as Flipped Classroom, PBL (Problem/Project- Based Learning), Design Thinking, or Gamification.
The course corresponds to the SDGs	SDG1：消除貧窮（No Poverty） SDG3：良好健康和福祉（Good Health and Well-being） SDG4：優質教育（Quality Education） SDG5：性別平等（Gender Equality） SDG10：減少不平等（Reduced Inequalities） SDG16：和平正義與有力的制度（Peace, Justice and Strong Institutions）
Does the course incorporate AI	● 使用生成式AI作為教學過程的輔助工具（Use generative AI tools as an aid to the teaching process） ● 鼓勵學生使用生成式AI工具（Encourage students to use generative AI tools）
Note	1. Confucianism in Week 2-3, Daoism in Week 6-7, egalism in Week 11, and Mohism in Week 13 correspond respectively to SDG 4 (Quality Education), SDG 3 (Good Health and Well-being), SDG 16 (Peace, Justice and Strong Institutions), and SDG 10 (Reduced Inequalities). 2. The course develops students’ philosophical thinking through textual analysis and issue-based discussions, with classroom performance used as a measure of learning outcomes. This approach corresponds to the second component of Innovative Character Education, “Explanation.”