課程名稱︰中國近代史英文論著選讀
課程性質︰選修
課程教師︰古偉贏
開課系所︰歷史系
考試時間︰6月24日三、四節
試題 :
一、試譯下列二段文字
第一段二十分
For some years now a major change has been in progress in American writing on
the recent Chinese past. The Old picture of a stagnat, slumbering, unchanging
China, waiting to be delivered from its unfortunate condition of historylessness
by a dynamic, restlessly changing, historyful West, has at last begun to recede.
China is, indeed, being liberated. It is being liberated, however, not from an
externally imposed perception of changelessness derived from a particular--and
heavily parochial--definiton of what change is and what kinds of change are
important.
The basic shift in American scholarship has been closely allied with another
shift that has begun to take place in the conceptual realm. I refer to the
increasing disenchantment that hsa emerged with respect to modernization
theory as a framework for approcahing recent Chinese history. The literature
on modernation theory is enormous, and I make no pretense here to a comprehensive
treatment of it. What I am particularly interested in is that aspect of the
theory that divides societies into "traditional" and "modern" phases of evolution.
It is this tradition-modernity dyad, rather than modernization theory in its
more elaborated form, that has cast the greatest spell over Amercian historians
of China. Virtually all such historians in the 1950s and 1960s used the terms
traditional and modern to subdivide China's long history(modern usually
referring to the period of significant contact with the modern West), and even
now, although the way in which these terms are used has changed substantially
they are still very much in evidence in scholarly writing. Few individuals
have become so sensitive to their capacity for historical mischief as to call
for their complete abandonment.
P.48 Paul A. Cohen
China Unbound: Evolving perspectives on the Chinese past
Routledge Curzon,London & N.Y 2003
第二段譯文二十分，並以此討論以「中國為中心」的角度來研究中國近代史將有可能
會有那些不足之處(20%)
Postscritp
This book began with a horrific image of public executions in Beijing.
The elements to be found in that image signaled the two sides of imperial
pedagogy:the punitive and the constructive, the deterritorializaton and
reterritorializtion of China. Although China-centered historians have addressed
various aspects of this history, the have seldom identified the processes
here referred to as Englih lessons or their global implications, preferring
instead to interpret imperialism as an unfortunate effect of a quasi-natural
Euro-american expasion(Cohen 1997; Bichers 1999; Scully2001), they have
tended to treat the West as a known quantity requiring little if any further
interrogation. Here I have attempted to build on and reach beyon the geographical
and theoretical characteristics of China-centered approaches and address
the following questions: What was colonial about Euroamerican activities
in nineteenth-century china? What forms of political and material development
in Europ and North America affected other parts of the world? How can these
trasnational processes be clarified by a study of their effects in China?
James L. Hevia, English lessons, The pedagogy of imperialism in Nineteenth-
Century china, duke University Press, Durham and London 2003, P346
二、請以漢語拼音將下列文字拼出(10%)
小溪春深處，萬千碧柳蔭，不記來時路，心托明月，誰家今夜扁舟子
長溝流月去，煙樹滿晴川，獨立人無語
慕然回首，紅塵猶有未歸人
三、請就下列諸位西方學者中任擇三人，討論其對中國近代史的研究特色及成果(每題十分)
1、Benjamin Schwartz
2' John King Fairban
3 Prasenjit Duara
4 Joseph R. Levenson
5 Jonathan D. Spence
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