The Chinese University of Hong Kong Department of History Department of History
Contact Us

HIST5510 Special Topics in Cultural History: Socio-Cultural History of the Song Dynasty

Semester 2 (2022-2023)

Lecture TimeFriday, 18:30 - 20:15

VenueLT1, Lee Shau Kee Building (LSK LT1)

LanguagePutonghua

Lecturer WU Ya-ting (wudayy@gmail.com)

Teaching Assistant 楊之水 (1155152073@link.cuhk.edu.hk)

Course Description

10-13 世紀的宋代被認為奠定了中國近世社會的基礎。在漫長的時間之河中,宋代前後起始的變遷,一步一步地形成我們今日對「中國」的印象。了解宋代, 對於理解傳統中國歷史的變化,以及觀察、探究前後時代乃至今日中國之為中國, 皆有其令人難以忽視的重要意義。

本課程以有興趣思索、探究傳統中國社會的同學為對象。在給予歷史學與宋代的基本框架後,環繞士人、旅行與都市空間開展論述。除了聽講,也透過論文 和史料的研讀、討論,引領同學熟悉宋代社會文化研究的重要論題和論點,意識 到如今所學習的「歷史」乃是來自於學術的長期討論和建構。

學員修讀本課程後,將能夠
(1) 了解宋代社會的內涵與中國近世社會的結構。
(2) 拓展對於宋代社會文化重要議題的掌握與潛在議題的開發。
(3) 加深對於中國近世社會相關史料的認識和運用能力。
(4) 提升對於人文問題的溝通與表述能力。

The Song Dynasty (960-1279) is generally regarded as laying the foundation of Chinese modernity. Our impression of “China” today is, bit by bit, shaped by the transformation brought forth before, during and after the Song dynasty. To understand these changes, to understand why and how China becomes what it is now, we must understand the Song Dynasty.

This course is for those who are interested in academic thinking and in traditional China. It help students analyze historical archives and write academic papers. After introducing the basic historiography and macro context of the Song, this course will explore important issues such as the literati, travels, urban space, major debates and controversies in the study of socio-cultural history of the Song Dynasty. Students will be able to understand that the “history” they are studying is the product of long-term academic construction.

By the end of the course, students will:
(1) Have enhanced their understanding of the social structure of the Song Dynasty in particular and of early modern China in general.
(2) Have enhanced their understanding of major perceptions and debates in the study of the socio-cultural history of the Song Dynasty, and have enhanced their ability to formulate their own
research topics.
(3) Have enhanced their knowledge of and the ability to use various archives of early modern China for research.
(4) Have enhanced reading, writing, and oral expression skills in humanities research.

Syllabus

第1週: 緒論
Week 01:Introduction

第 2 週:宋帝國的成立
Week 02: The Establishment of the Song Dynasty

張廣達,〈內藤湖南的唐宋變革說及其影響〉《史家、史學與現代學術》(廣西: 廣西師範大學,2008)。
Denis Twitchett & Paul Jakov Smith(EDT), The Cambridge History of China: Volume 5, the Sung Dynasty and Its Precursors, 907-1279, Part 1, (Cambridge, Cambridge University Press, 2009). 中譯本: 《劍橋中國宋代史》上卷(北京:中國社會科學出版社,2020)。

第 3 週: 新時代的士大夫
Week 03: The Scholar-Officials of a New Age

Nicolas Tackett, The Destruction of the Medieval Chinese Aristocracy,
(Cambridge, Harvard University Press, 2014). 中譯本:譚凱,《中古中國門閥大族的消亡》(北京:社會科學文獻出版社,2017)。
劉靜貞,〈范仲淹的政治理念與實踐──藉仁宗廢后事件為論〉,《紀念范仲淹一千年誕辰國際學術研討會論文集》,(臺北,1989),頁 1373-1391。收入《宋史研究集》第二十四輯,臺北:國立編譯館,1995,頁 53-75。
黃寬重,〈學宦皆空:孫應時坎坷困窘的生命側寫〉,《近世中國之變與不變》,臺北:中央研究院歷史與語言研究所,2013,頁 1-52。

第 4 週: 士人官僚的宦遊生涯
Week 04: Travelling as an Official

張聰,《行萬里路:宋代的旅行與文化》(杭州:浙江大學出版社,2015),〈第五章 送別儀式—餞行〉、〈第六章 旅行者和他們的地方東道主—接待、娛樂和花銷〉,頁 153-210。
吳雅婷,〈三蘇《南行集》所見宋代士大夫的行旅活動與旅行書寫〉,《中山大學學報(社會科學版)》2017 年第 2 期(廣州,2017.3),頁 89-99。
吳雅婷,〈靖康前後日常秩序的變調──李綱行跡及其視角〉,《臺大歷史學報》59 期(臺北,2017.6),頁 1-48。

第 5 週: 旅行視野中的庶民
Week 05: The Travelling Commoners

梁庚堯,〈南宋商人的旅行風險〉,北京:《燕京學報》新 22 期(2007.5),頁 99-131。
梁庚堯,〈南宋溫艚考─海盜活動、私鹽運販與沿海航運的發展〉《台大歷史學報》47 期(2011.06),頁 1-59。
吳雅婷,〈不安的邂逅─宋人於旅宿場所的互動與其空間印象〉,《新史學》21 卷 4 期(臺北,2010.12),頁 141-202。

第6週: 課程論文大綱討論(一)
Week 06:Semester Paper Workshop (1)

第7週:旅行書寫與知識建構
Week 07: Its Writing and Intellectual Construction

James M. Hargett, Jade Mountains and Cinnabar Pools: The History of
Travel Literature in Imperial China, Seattle : University of Washington Press, 2018). 中譯本:何瞻著,馮乃希譯,《玉山丹池:中國傳統游記文學》(上海:上 海人民出版社,2021。)
吳雅婷,〈萬卷書與萬里路──宋代類書呈現的「移動」語境〉,收入黃應貴主 編,《空間與文化場域:空間之意象、實踐與社會的生產》(臺北:漢學研 究中心,2009.10),頁 391-435。
Ruth Yun-Ju Chen, “The Quest for Efficiency: Knowledge Management in Medical Formularies,” Harvard Journal of Asiatic Studies 80.2 (2021.11): 347-380.

第8週: 課程論文大綱討論(二)
Week 08:Semester Paper Workshop (2)

第9週:物質世界與生活文化
Week 09: Material Life, Material Culture

陳韻如,〈盡物之情態:北宋題畫活動與徽宗朝花鳥的畫史意義〉,《國立臺灣大學美術史研究集刊》,39 期(2015.9),頁 127-186。
陳雯怡,〈由「詩卷」到「總集」—元代士人交遊的文化表現〉,《臺大歷史學報》58 (2016):47-104。
許雅惠,〈宋、元《三禮圖》的版面形式與使用:兼論新舊禮器變革〉,《臺大歷史學報》,第 60 期(2017 年 12 月),頁 57-117。

第10週: 女性的生活空間與位置
Week 10: Woman, Her Living Spave and Position

劉靜貞,〈女無外事?—墓誌碑銘中所見之北宋士大夫社會秩序理念〉,《婦女與兩性學刊》4期 (1993 / 03 / 01),頁21 – 46。
Mann Xu, Crossing the Gate:Everyday Lives of Women in Song Fujian(960-1279)( New York: State University of New York, 2016). 中譯本:許曼,《跨越門閭—宋代福建女性的日常生活》(上海:上海古籍出版 社,2019),第二章,〈在旅途:家外的短暫停留〉。
Dorothy Ko, Cinderella’s sisters:A Revisionist History of Footbinding(Berkeley: University of California Press, 2007). 中譯本:高彥頤著,苗延威譯,《纏足—金蓮崇拜盛極而衰的演變》,臺北:左岸文化,2007。

第 11 週: 兩宋京華:開封與杭州
Week 11: The Splendor of the Two Capitals: Kaifeng and Hangzhou

久保田和男著,郭萬平譯,《宋代開封研究》(上海:上海古籍出版社,2010),〈第十章 徽宗朝首都空間的重構〉、〈附論 論北宋的皇帝行幸:以首都空間為中心〉,頁 220-282。
朱溢,〈臨安與南宋的國家祭祀禮儀—著重於空間因素的探討〉,《中央研究院歷史語言研究所集刊》88:1(2017.03),頁 145-204。
包偉民,《宋代城市研究》,北京:中華書局,2014。

第 12 週: 小都市的世界:市鎮興起
Week 12: The World of Small Cities: the Rise of Towns

斯波義信著,布和譯,《中國都市史》,北京:北京大學出版社,2013。
梁庚堯,〈南宋的市鎮〉,臺北:《漢學研究》3 卷 2 期(1985.12),頁 461- 505。
早坂俊廣編,《文化都市 寧波》,東京:東京大學出版會,2013。

第13週: 宋代社會文化史的可能性:動態、空間、連結
Week 13: Dynamics, Space, Connection: the Social-Cultural Possibilities of the Song Dynasty

Hilde de Weerdt, Informaiton, Territory, and Networks: The Crisis and Maintenance of Empire in Song China (Cambridge: Harvard University Press, 2016). 中譯本:魏希德,《宋帝國的危機與維繫:信息、領土與人際網路》(南京:江蘇人民出版社,2021)。

Assessment & Assignments

課程評核及作業

(1) 隨堂作業及課堂表現:30分
(2) 期末論文:70分
*題目:以宋元時期為範圍,自訂。
*字數要求:含注釋四千字以上。

Assessment & Assignments
(1) Classroom Participation and In-Class Assignment:30% (2) Semester Paper:70%
*Topic: To be designed by students, must fall within the range of the Song and Yuan Dynasties (960-1368)
*Minimum Word Length:4,000 Chinese characters including footnotes

Tutorials

待定

Honesty in Academic Work

Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at http://www.cuhk.edu.hk/policy/academichonesty/.

With each assignment, students will be required to submit a signed declaration that they are aware of these policies, regulations, guidelines and procedures.

  • In the case of group projects, all members of the group should be asked to sign the declaration, each of whom is responsible and liable to disciplinary actions, irrespective of whether he/she has signed the declaration and whether he/she has contributed, directly or indirectly, to the problematic contents.
  • For assignments in the form of a computer-generated document that is principally text-based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued by the system upon students’ uploading of the soft copy of the assignment.

Assignments without the properly signed declaration will not be graded by teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than one purpose (e.g. to satisfy the requirements in two different courses) without declaration to this effect shall be regarded as having committed undeclared multiple submissions. It is common and acceptable to reuse a turn of phrase or a sentence or two from one’s own work; but wholesale reuse is problematic. In any case, agreement from the course teacher(s) concerned should be obtained prior to the submission of the piece of work.

Back to top