Chinese Discourse Studies basic assumptions Shi-xu Centre for Contemporary Chinese Discourse Studies, Zhejiang University

Aim To construct a cultural paradigm of discourse studies: “Chinese Discourse Studies (CDS)” –Philosophical component –Theoretical component –Methodological component –Issue component

Principles for construction –Capable of reflecting Chinese cultural-intellectual identity and politics –Capable of engaging in intercultural-scholarly dialogue and critique Terminological intelligibility –Capable of helping with the development of China and its communication with the international communities

Foundations of CDS Chinese contexts as reality –Chinese culture and history; development; unequal order of international relation and communication Chinese scholarships as resources –Chinese philosophy (e.g. holism, dialect) –Chinese communication studies (e.g. ‘He’) –Chinese rhetorical studies (e.g. figures of speech) –Chinese literary studies (e.g. ‘yi-jing’)

Philosophical component –Ontology (holistic): universe as a unified whole of parts in interdependence, interaction and in flux –Epistemology (dialectic): see(k)ing knowledge in a holistic, relational, dynamic, multi-lateral and self- reflexive way –Axiology (pragmatic): ‘use-minded’ and ‘worrying’ scholarship

Theoretical component Contemporary Chinese discourse (CCD) changes in response to history and culture CCD is guided by the rule of “meaning beyond language” CCD is guided by the norm of equilibrium (i.e. harmony, inclusiveness, other-orientation, modesty, zhongyong) CCD is guided by a dialectic way of thinking (i.e. seeing opposites, connections, changes) CCD gives precedence to authority CCD cares about face CCD sets great store by patriotism CCD values aesthetic effects

Methodological component 1 Researching principles Study discourse holistically (look for entirety, connection) Study discourse dialectically (look for change, opposition, complexity, oneself) Study discourse historically (seek historical description, explanation and evaluation) Study discourse inter-culturally (seek intercultural description, explanation and evaluation) Study discourse rationally and intuitively (use evidence and experience) Study discourse dialogically (seek meaning through dialogue continuously)

Methodological component 2 Analytic/evaluative categories Speaker/hearer/hearer-speaker? –Identifications and relations Textual content/form? –topics, definitions, speech acts, metaphors, etc. Mediums? –Languages, media, setting/timing Consequences? –social, economic, cultural and other changes Historical approach to all the above –changes, contrasts, (dis)continuities Inter/intra-cultural approach to all the above –connections, contrasts, domination, resistance, transformations

Topical component Discourse of development Discourse of profession Discourse of ethnicity Discourse of sovereignty Discourse of the environment Discourse of crisis Discourse of cultural change Discourse of intercultural communication

In Conclusion Characteristics of CDS –‘Holistic’ ontology, ‘dialectic’ epistemology, ‘worrying’ axiology, ‘imaginative and harmonious’ theory, ‘dialogical’ methodology, ‘development’ issues Through interdisciplinary, inter-linguistic, intercultural cooperation By becoming ‘strategic’, developing- world-leading intellectuals

谢谢大家 Thank you شكرا Danke Спасибо Merci Obrigado ありがとうございました Gracias Ahsante Sana