長期以來，歷史學者與人類學者承認在中國社會的大整體性下，地區之間呈現出千差萬別的社會與文化形態。要瞭解這個既有極大共同性，也同時有區域之別的中國文化，必須承認中國很多地區，是經歷了長期而曲折的歷史過程後，才與王朝的禮教風俗整合。置於大歷史的層面而言，不同的區域有著各自從「化外」走向「化內」的過程；因此，我們需要比較和分析各地不同的經驗，需要探討區域社會形成的歷史過程，需要對民眾對於不同傳統的持續認同與情感懷有「同情之理解」，才能解釋同中有異的多元化的中國社會。

本課程希望結合田野與文獻的材料，考察宋以來不同的區域社會如何利用國家的禮儀來塑造國家形象與表達自身認同，討論讓幾代歷史學者與人類學者都為之著迷的問題：千差萬別的中國社會為什麼能發展出如此統一的認同？

1. 歷史人類學的歷史人類學考察
2. 自然與生態的框架
3. 血緣與地緣
4. 鄉村社會的世界觀
5. 文字與正統
6. 走入田野（田野考察中授課）
7. 與佛教分手：宋代讀書人生活方式的塑造
8. 明清政治體系與族類分野
9. 中國社會有多少次禮儀革命？
10. 沒有皇帝的宗族社會
11. 民國時期民族國家的建構與族群想像
12. 亦神亦祖
13. 歷史人類學可以走多遠？跨越國界的觀察

課程導修 50%
(導修報告佔30%，包括兩篇導修報告(約1,000字)，每次佔15 %；討論表現佔20%，共四次，每次佔5%。)

學期論文50%

1、以下列研究為基礎，談談你對鄉土中國的認識。撰寫讀書筆記。 

Wolf, Arthur P., “Gods, ghosts and ancestors”, in Arthur Wolf ed., Religion and Ritual in Chinese Society, Stanford: Stanford University Press, 1974. 

David Faure，The structure of Chinese rural society : lineage and village in the eastern New Territories, Hong Kong, Hong Kong : Oxford University Press, 1986 pp.30-44.. 

鄭振滿：《神廟祭典與社區發展模式——莆田江口平原的例證》，《史林》，1995年第1期，第33-47頁。

2、以下列研究為基礎談談你對少數民族的認識。撰寫讀書筆記。 

Faure, David, “The Yao Wars in the Mid-Ming and their Impact on Yao Ethnicity,” Pamela Kyle Crossley, Helen F. Siu and Donald S. Sutton eds., Empire at the Margins: Culture, ethnicity, and frontier in early modern China, Berkeley: University of California Press, 2005, pp. 171-189. 

嶺光電《憶往昔：一個彝族土司的自述》，昆明：雲南人民出版社，1988年。 

溫春來：《從「異域」到「舊疆」: 宋至清貴州西北部地區的制度、開發與認同》，北京市 : 三聯書店, 2008.

3、編寫族譜 

為你自己的家族編纂一份簡單的族譜，並寫一篇譜序，說明家族的發展過程。

4、體驗田野： 

A 以本門課程的同學為訪問對象，進行歷史人類學視角的訪談。並把個人的生命史與大歷史的變化結合起來討論。撰寫田野報告。 

B 深入香港的某一個鄉村進行田野考察，製作PPT或者視頻，說明這個地區的社會組織。撰寫田野報告。

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