A Brief Report on Literary Chinese Education at U.S. Universities

Abstract

이 글은 미국 몇몇 대학에서 실행되고 있는 한문교육 과정의 사례를 바탕으로 한 보고서이다. 사례는 중국학 및 한문 교육의 오랜 전통을 가지고 있는 하바드대학(Harvard University) 동아시아언어문명과(East Asian Languages and Civilization), 캘리포니아주립대학 버클리(별칭 버클리대학, UC Berkeley)의 동아시아언어문화과(East Asian Languages and Cultures), 위스콘신대학(University of Wisconsin Madison)의 동아시아언어문학과(East Asian Languages and Literature)와 최근 중국어 교육의 본점 역할을 하고 있는 아리조나 주립 대학(Arizona State University) 중국어 프로그램 등 네 개 교육 기관의 한문 교육 과정을 대상으로 하였다. 또한 미국 대학에서의 강의를 바탕으로 저술된 기초 한문 교과서도 사례로 참조하였다.This paper provides a general overview of the classical Chinese education in American universities based on the cases of classical Chinese curriculums at four large research universities in the United States. In the recent decade, the main objective of classical Chinese education in the major research universities in North America has shifted from a philological research to a more broadly conceived East Asian Studies. While classical Chinese is still an important requirement for students majoring in Chinese, the courses in classical Chinese, which is now more commonly referred to as literary Chinese, offer a foundation for the studies of East Asia prior to the modern era, and are thus widely available to students in Korean, Japanese, and Vietnamese studies. As part of a discussion about this trend in classical Chinese education, the paper also explains some of the ways in which one recently published major textbook in classical Chinese makes literary Chinese accessible to students not only in Chinese but also in other East Asian studies