“Democracy and individual rights seem confusing and strange to we Chinese”

CLASS NOTES

NOTE TO READERS: I never maintained a blog while I was in China. I did, however, write many, long, detailed emails that answered the question “What’s China like?” Since coming back to the States I’ve been pestered by many of my well-meaning friends to share those observations.  I don’t want to.  My opinion is that my writing ALWAYS needs  an editor if it’s going to be public. But, if I wait around for someone to show up with the patience to review this stuff, it’ll never get out. So, in consideration of the risk, I’m going to start sharing what I’ve seen.  Effectively, I will edit myself from my past (Fall, 2002 to September, 2008).  The location is Shanghai, where I lived and worked for six years.

In my first year I was as a student of Chinese language at Fudan University, Shanghai’s most highly regarded institution of higher education.  The next two were spent as an adjunct instructor — what is called in China, a Foreign Expert, if the instructor is from abroad — in Fudan’s Department of Foreign Language and Literature.  The subsequent three years were spent teaching less and less (at the Shanghai American School and Fudan) and writing more and more. A more complete accounting of my published work is on my website, www.billmarcus.us. The entry below, comes from my first year (2003-2004) of teaching two courses: American Culture and Spoken English.

Blogs are dodgy and self-serving, like self-published memoirs, which I abhor. So, I welcome reaction.  You be my super ego. In the absense of an editor, help me keep my ego in check. As for commas, let’s just not talk about that. I never knew where to put them anyway.

Thanks.

CLASS NOTES

During the Cultural Revolution China tore itself to pieces over politics. As a result the socially homogenous Chinese today regard politics as socially divisive, unnecessarily confrontational, and, in the words of one of my students not “so vital.”

“Democracy and individual rights seem confusing and strange to we Chinese,” she wrote last semester. But, after two weeks of study of a high school text produced in 1995 by the Center for Civic Education in Calabasas, California, she said she thought our Constitution and government was “just.”

How wonderful, to be able to see another as they perceive themselves. If only it were that simple.

The Chinese understand America in the longer historical context of European expansionism. When you live in a 5,000 year old land the long view is necessary. So the relevance of the brief efforts of the Catholic Monarch James II to re-impose the will of the Church on a recalcitrant England draws knowing “oohs” and “aahs” from my classes these days.

A King motivated by theology. Isn’t that same as your present situation?

The other half, citing, specifically, racial discrimination, sexism, and the marginalization of Native Americans, Hispanics and gays, disagreed. Two students noted our constitution, when originally written, equated slaves to three-fifths of a person.

“Racial segregation…is…difficult to remove…from people’s mind….sometimes that cannot be prevented by the law,” wrote one, in answer to a test question.

Many argued that because American government is run by “elites” who “inevitably care more about their own interests” it could not be considered representative. “Most of the people in the upper house are lawyers…and almost everyone is really rich,” wrote one young man.

“There still exists a polarization between rich and poor,” wrote another.

One student argued against representative democracy all together. “(It) is too idealist(ic) because no one can fully understand others’ needs.” Besides, said another in class, “all people’s abilities aren’t equal, so they shouldn’t be treated equally.”

Even “deliberate speed” had its detractor: “The government is supposed to do every action in a long and boring process,” wrote a student.

Some unearthed conspiracy. “Behind the sunshine, there (is) always a big black hand,” wrote one undergraduate.

While few directly assailed our adventure in Iraq one described it as an “unhappy thing…American government did and is doing overseas.”

Concluded another: “This is what we Chinese also need in our nation and government (justice).”

In another class students – on their own initiative – debated whether government should have the right to lie to its own people.

“The main function of the government is to administer society,” said one student, who noted that “in the West it is to serve the people”

“Government should have the right to chose to be dishonest,” argued another.

“If government doesn’t have people’s interests, what is the government for?” said a third, in support.

“To protect people’s profits,” chimed in a fourth.

“Confucius said: You should make the people know as little as possible if you want the nation to be steady,” said one young man, evoking laughter from the whole class.

Journal entries are equally reflective.

“It’s time for us to accept more idea and conception of the other way of thinking.”

“History books worldwide…always hide the dark side and amplify the bright side making the students to consider their country as the greatest country in the world.Is it patriotism or is it just misleading the next generation?”

From the perspective of many our revolution wasn’t effective. It didn’t result in equality, and many benefited without making a contribution.

One took me to task for bragging about multiculturalism by suggesting that ‘America is the world.’

“All the countries in the world are equal and no one can control the other…we can be a harmonious family. Every country is accepting tourists and immigrants from the whole world. Mr. Marcus himself is teaching in Shanghai, China. So in this concern may we say ‘if America is the world, every country also is the world.’

“I agree with the American motto: All men are created equal.Although it is hard to achieve, at least we should make it a goal.”

Wrote another, “I’m pondering on why America becomes, to some extent, the symbol of freedom.”

Occasionally, I also ran head first into a Marxist dialectic.

“The (well-educated) upper-class…usually become the commanders, the leader(s), and the rule(r)s.As a result, they don’t have to fight. All they are required is to give orders.They suffer less and loss less.

Lower classes, on the other hand “toil” with “unfair pay” and “suffer.” Since they seize no control of the army, the court and the government they usually (are) treat(ed) unequally and unjustly.

“The worst is that their names are always deserted in the corner though they have done the most contribution to the revolution.”

Next week we start our chapter on Civil Rights.