Based on reading the assigned article, “Letter from China – Angry Youth – the New Generation’s Neocon Nationalists,” written by Evan Osnos and published on July 28, 2008, in The New Yorker magazine, I would categorize Chinese nationalism as being civic. Previous to this reading, I had images of the mass assimilation of China and the rejection of western influence under Chairman Mao Tse-Tung shaping my view of China as a nation that was denied nationalism in order to give all for the sake of the Communist Party. Now, I can see that the cause of nationalism is shifting with a new generation that is no longer suppressed, but that has embraced education, technology, and the free exchange of ideas.
According to the Contemporary Political Ideologies
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There was a time when all connection to the west was forbidden. The barriers are now being removed as accessible internet is activated and the many Chinese exchange students studying abroad send foreign news homeward.
For me, the most striking thought from this article is to find that the common thread of the Chinese youth and this new form of nationalism is not an intention to overthrow or reform their government, but to unite the people in pride and purpose. Writer Osnos explained that contrary to predictions, nationalism in China has flourished. “Nineteen years after the crackdown on student-led protests in Tiananmen Square, China’s young elite rose again – not in pursuit of liberal democracy but in defense of sovereignty and prosperity.”
There is a draw for Chinese youth to study western ideas. Tang and his classmates were the first of their families to attend college. They are thinkers, wanting to better themselves and their nation. Lin Chengguang, a fellow student of Tang, stated that “China was backward throughout its modern history, so we were always seeking the reasons for why the west grew strong. We learned from the west. All of us who are educated have this dream: Grow strong by learning from the
Jonathan Spence tells his readers of how Mao Zedong was a remarkable man to say the very least. He grew up a poor farm boy from a small rural town in Shaoshan, China. Mao was originally fated to be a farmer just as his father was. It was by chance that his young wife passed away and he was permitted to continue his education which he valued so greatly. Mao matured in a China that was undergoing a threat from foreign businesses and an unruly class of young people who wanted modernization. Throughout his school years and beyond Mao watched as the nation he lived in continued to change with the immense number of youth who began to westernize. Yet in classes he learned classical Chinese literature, poems, and history. Mao also attained a thorough knowledge of the modern and Western world. This great struggle between modern and classical Chinese is what can be attributed to most of the unrest in China during this time period. His education, determination and infectious personalit...
Nationalism has been a potent force for change since the development of human civilization. However, opinion about the extent to which nationalism may be appropriately pursued is highly diverse, a factor that has led to immense tragedy and suffering in countless regions worldwide. While it is both appropriate and sometimes encouraged to take pride in being part of a nation, it is of the utmost importance that it is done without harming or subjugating people of another. Uniting a people by force and potentially eliminating or destroying those who may oppose it or not belong to it is unacceptable ethically, morally, and socially.
In “Père du Halde: The Chinese Educational System”, (Document 3), Pere du Halde talks about the Chinese Education system. In the document, he says, “That boys should not learn is an improper thing; for if they do not learn in youth, what will they do when old?” This shows that the educational system in China was very hard and strict and the students learned a lot. Since the boys that were going to school were one day going to be men, those men were going to have to make many decisions for China. In order to make sure China was on the right path to great rulers and government workers, the schooling system was very prestigious and difficult. This is an example that China needed a good educational system so they would have strong, future rulers. In my opinion, the Chinese learning system was hard because everyone wanted to have great leaders and they knew that the students who were going to school were going to be future leaders. As it says in “Matteo Ricci: On Chinese Government”, (Document 5), “It may be said in praise of the Chinese that ordinarily they would prefer to die an honorable death rather than swear allegiance to a usurping monarch.” This is an example that the people of China wanted a strong ruler/rulers and would rather die than be ruled by a weak leader. The statement shows that all of China, not just government officers,...
young Chinese really trying to find their own ways, or just copying what looks to
Throughout the years, humans have constructed many unique civilizations; all which follow a distinct social, economic, and political structure. Even so, there is one characteristic that prevails among these societies, the concept of nationalism. In short, nationalism refers to the feelings people have when identifying with their nation. This simple notion possesses the ability to divide or unite collective groups, and has played an important role in many historical events.
My mom would always say, “American born Chinese students have it easy in America.” One key difference between the American education system and Chinese education system is the way they are taught. Being raised in Philadelphia, Pennsylvania, I went to school to understand the idea of analyzing and understanding concepts. After reading Only Hope, I realized that their education is based on more memorizations. To Chinese students, understand the concept and apply it is not the most important, you must just memorize it for the exam. Many parents in China would say that going on vacation and relaxing is a waste of time because they need to focus on learning. In Greenspan’s article, it mentions that a student in China is the top of her class and is fluent in English, yet she cannot go on vacation because her mother wants her to spend time learning, many students in China
China joined the global Internet age in 1994, and has been commercially available since 1995. Since then, Chinese Internet usage has seen explosive growth, doubling every six months, and the number of online users is only second to the US. The Internet age ushered in the information age with a new world of freedom and expression for the Chinese. However, soon after its inception, the Chinese government has reined in the free wheeling Internet users and has imposed new laws and restrictions to access and content on the Internet.
Chen (1970) introduces the May Fourth Movement’s remark as the opening of China’s modern revolution era, and goes on agreeing that it had the idea of both anti-imperialist and anti-warlord. Anti-imperialist ideals emerged from Chinese anger upon Japanese imperialism, against the conditions of ‘Twenty-one Demands’, and mass student demonstrations occurred denouncing the pro-Japanese government, or the weak warlord government (Chen, 1970). The author supports the anti-Japanese ideas by providing evidence of nationwide boycotting of Japanese goods, the general strikes, and refusal of the signing of the Peace Treaty of Versailles nation widely (Chen, 1970). Chen further states that “the movement had served as the dividing line between ‘old democracy’ and ‘new democracy’ in China” (1970). This mobilized demonstrations had awakened consciousness and determination because students’ strikes appeared all over ...
Chinese Revolution is about making the entire country into Communists and killing each and one the people who hates Mao Tse-Tung. Mao Tse-Tung is the leader of China at this time who believes in equality and everyone should have the same rights. The Red Guards is a military group in which includes a group of children that eliminates the Chinese population due to hatred for Mao. If any of these events happen to our generation, most youth are smart enough to know that Mao is a bad leader and killing innocent people by the case of bitterness for Mao is wrong. The Chinese youth got swept up in the Cultural Revolution by Mao because the youth were easy to persuade into doing something. To expand this idea further, the Chinese youth weren’t old enough, not on this specific age, to realize whether Mao’s actions were virtuous or inaccurate. On the other hand, they thought that working for Mao and joining the Red Guards will help their country out, but they never knew the truth behind Mao’s plans. The truth about the Cultural Revolution was to kill anybody that gets in the way of Mao’s plans and destroying all the old buildings so that it would be replaced with new buildings or reconstruct the old buildings to become brand new again. In addition, the Chinese youth had no idea that joining the Red Guards will give a highly chance of getting killed. In other words, the adults were smarter than the youth because joining the Red Guards means the opposite of helping the country out. Mao just made them think that joining will help their country, even though it was the other way around like someone apologizing to their neighbor in which manipulating their minds that they’re now cool, but they were still rude to them afterwards. To repeat this, t...
Nationalism has a long history although most scholarly research on Nationalism only began in the mid-twentieth century. Some scholars point to the French Revolution of 1789 as the birth of Nationalism. The French Revolution is seen...
Nationalism is way of thinking both political and socially to create a community united by: history, ethnicity, religions, common culture, and language. Numerous effects occurred while establishing a Nationalist community, some effects were a long term impact on Nationalism, and other was short term impacts on Nationalism.
China Rising invites people to gauge the Rise of China and its effects particularly on the East Asian countries with a new lens. David Kang argues that China’s rise cannot be compared with western nations from the past and it certainly cannot be concluded that its rise would provoke instability in the region. Kang introduces that “identities are central to explaining source of stability and potential instability in East Asia.”
These horrors caused by nationalism seem to be at the opposite end of the spectrum from the promising ideal of democracy. As Ghia Nodia pointed out, many analysts view nationalism as “fundamentally antidemocratic” (3). What these anti-nationalists fail to realize is that nationalism has also called force heroism and even sacrifice throughout history. Numerous people have risked their lives to restore democracy and civil rights in their nations, when they could easily have chosen comfortable exile elsewhere. Indeed, nationalism is the very basis of democratic government because it unites the citizens as “we the people”, supports the common political destiny, and nurtures trust toward the government.
Mao’s Cultural Revolution was an attempt to create a new culture for China. Through education reforms and readjustments, Mao hoped to create a new generation of Chinese people - a generation of mindless Communists. By eliminating intellectuals via the Down to the Countryside movement, Mao hoped to eliminate elements of traditional Chinese culture and create a new form Chinese culture. He knew that dumbing down the masses would give him more power so his regime would be more stable. This dramatic reform affected youth especially as they were targeted by Mao’s propaganda and influence. Drawing from his experiences as an Educated Youth who was sent down to the countryside Down to the Countryside movement, Ah Cheng wrote The King of Children to show the effects of the Cultural Revolution on education, and how they affected the meaning people found in education. In The King of Children, it is shown that the Cultural Revolution destroyed the traditional incentives for pursuing an education, and instead people found moral and ethical meaning in pursuing an education.
Historical conceptions of China’s culture and global position shaped the PRC’s perspective. Central to this is Sino-centrism and its edict from heaven for dynastic China to spread civilisation (Xinning 2001: 70). Imperial China’s tribute system represented a “Pax Sinica” and the physical manifestation of Sino-centrism, with its success affirming Chinese cultural superiority (Y. Zhang 2001: 52). Instructive in this is Sino-centrism’s similarity to, and conflict with American Manifest Destiny, itself an articulation that Anglo-Saxon American’s are God’s chosen people, with a superior culture and who are pre-ordained to spread civilisation to inferior peoples (Hollander 2009: 169). The PRC’s nationalism can be seen in part as a rejection of this competing celestial mandate, linking China’s decline to foreign intervention and the acceding to unequal treaties that saw the loss of peripheral territories considered intrinsic to historic China (Kissinger 2011: 112). In this way, the PRC’s formation as a modern nation state is the recrudescence of Sino-...