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Unlocking the Keys to Literacy: Phonology, Rhetoric, and Early Chinese Pedagogy

This project aims to provide valuable insights into early Chinese literacy and education, contributing to interdisciplinary studies while offering a unique perspective on the role of linguistic and phonological devices in knowledg... ver más

31/08/2027

TALLINN UNIVERSITY

152K€

Presupuesto del proyecto: 152K€

Líder del proyecto

TALLINN UNIVERSITY No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Financiación concedida El organismo HORIZON EUROPE notifico la concesión del proyecto el día 2024-04-15

HORIZON-MSCA-2023-PF-01-01: MSCA Postdoctoral Fellowships 2023 Expected Outcome:Project results are expected to contribute to the following outcomes:

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Este proyecto no cuenta con búsquedas de partenariado abiertas en este momento.

Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

1 Participantes

TALLINN UNIVERSITY

151.90K€ | Lider

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Duración del proyecto: 40 meses Fecha Inicio: 2024-04-15
Fecha Fin: 2027-08-31

Líder del proyecto

TALLINN UNIVERSITY No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 152K€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto This project aims to provide valuable insights into early Chinese literacy and education, contributing to interdisciplinary studies while offering a unique perspective on the role of linguistic and phonological devices in knowledge acquisition and transmission in early China. The proposed research focuses on literacy during the transition from the Warring States to the Han period (481 BCE–220 CE). It investigates the complexities of early Classical Chinese, which served as a lingua franca among intellectuals and was utilised by scribes, officials, and scholars. It revisits overlooked aspects of Early China, such as childhood education and practises of literacy acquisition, shedding light on the interplay between education, societal structure, and literary canon. The project uncovers pedagogical methodologies employed during the transformative Han dynasty period, elucidating strategies in literacy acquisition through the analysis of selected texts, including lexicographies, Classics, and historical records. It adopts a cutting-edge interdisciplinary approach, synthesizing insights from phonology, rhetoric, educational theories, philology, history, and linguistics. By combining close reading with digital sinological tools to analyse texts, this project aims to identify recurring themes and underlying structural patterns in texts that were used as educational materials. The project studies the significance of sounds, pronunciation, and recitation in early Chinese literacy practises, contributing to our understanding of how cultural prominence influenced knowledge transmission. It further explores how alliterations, rhymes, and rhetorical devices were systematically employed to enhance the teaching and learning of reading and writing skills. It also acknowledges the gender dimension, examining historical gender bias in classical Chinese sources and evolving roles of education for genders in early China.

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