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Teaching the Daode Jing$
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Gary Delany DeAngelis and Warren G. Frisina

Print publication date: 2008

Print ISBN-13: 9780195332704

Published to Oxford Scholarship Online: May 2008

DOI: 10.1093/acprof:oso/9780195332704.001.0001

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Imagine Teaching the Daode Jing!

Imagine Teaching the Daode Jing!

(p.91) Imagine Teaching the Daode Jing!
Teaching the Daode Jing

Gary D. DeAngelis (Contributor Webpage)

Warren G. Frisina (Contributor Webpage)

Judith Berling

Geoffrey Foy

John Thompson

Oxford University Press

This collaborative effort between an experienced teacher/scholar and two (then) graduate students presents three “overlapping” strategies for teaching the DDJ. The first emphasizes situating the DDJ within the context of Zhou Chinese intellectual struggles and then proceeds by student led discussions about thematically grouped chapters. The second contrasts contemporary expectations regarding gender language with the DDJ 's own use of feminine metaphors in order to help students uncover what the text may mean when it uses those metaphors in the way that it does. The third aims to turn the DDJ 's notorious ambiguity to the teacher's advantage by leading students through a series of re‐readings of the text from different points of view. This third strategy helps students to see how their understanding of the text changes with each re‐reading, and that all interpretations are context‐dependent.

Keywords:   Daode jing, Tao Te Ching, Laozi, Lao Tzu, Daoism, Taoism, Chinese religion, Zhou Dynasty, gender, feminine

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