Legalism was an influential philosophy in ancient China that believed humans are inherently selfish and inclined towards wrongdoing. It advocated for a strict legal system with harsh punishments to control people's behavior and maintain order. Legalism became the official ideology of the Qin Dynasty in the 3rd century BCE, but its harsh policies led to widespread unrest. After the Qin fell, China adopted the more moderate philosophy of Confucianism instead under the long-lasting Han Dynasty.
This is a presentation/report I made for my Philosophy of Man subject. credits to this website : http://www.faithology.com/confucianism/overview for the content and wikipedia for confucius' photo.
Confucius' teachings, preserved in the Analects, focused on creating ethical models of family and public interaction, and setting educational standards.
The Qin Dynasty which emerged victorious over the 6 other major Kingdoms during “The Warring States” period in China was the first empire that unified what is now roughly modern China. More importantly, it standardized much of the concepts that affected daily life for its citizens, such as money, written language, roads, weights, and measures, and created the basis for the future Chinese role of emperors and the organization of the political structure that continued in its basic form until 1911. It also is credited with some of the greatest public works projects in human history such as the beginning of the Great Wall of China, canal building and irrigation projects, mass production techniques, the Terracotta Warriors of Xian, and a massive mausoleum project for the emperor’s body after death.
This is a presentation/report I made for my Philosophy of Man subject. credits to this website : http://www.faithology.com/confucianism/overview for the content and wikipedia for confucius' photo.
Confucius' teachings, preserved in the Analects, focused on creating ethical models of family and public interaction, and setting educational standards.
The Qin Dynasty which emerged victorious over the 6 other major Kingdoms during “The Warring States” period in China was the first empire that unified what is now roughly modern China. More importantly, it standardized much of the concepts that affected daily life for its citizens, such as money, written language, roads, weights, and measures, and created the basis for the future Chinese role of emperors and the organization of the political structure that continued in its basic form until 1911. It also is credited with some of the greatest public works projects in human history such as the beginning of the Great Wall of China, canal building and irrigation projects, mass production techniques, the Terracotta Warriors of Xian, and a massive mausoleum project for the emperor’s body after death.
Taoism, Shinto, Confucianism, China, Japan, Nature, The Tao, Kami, Confucius, Chinese Culture, Chinese beliefs, Wu-Wei, social order, society, sociology, The I Ching, Lao Tzu, Mencius, Chinese psychological orientation, Western psychological orientation,
Taoism, Shinto, Confucianism, China, Japan, Nature, The Tao, Kami, Confucius, Chinese Culture, Chinese beliefs, Wu-Wei, social order, society, sociology, The I Ching, Lao Tzu, Mencius, Chinese psychological orientation, Western psychological orientation,
Lecture Outline 6 Political Thought & Religion in Early China.docxsmile790243
Lecture Outline 6: Political Thought & Religion in Early China & Japan
In this section you will find:
1) Chapter Overview
2) Major Concepts
3) Terms You Should Know the Significance
4) Map Activity (Concept of Place)
5) Concept of Time (Relationships in Time)
Print the material and use it as a guide when you study the main text.
1. Chapter Overview
CHINA'S FIRST EMPIRE (221bc-220ce)
One of the key turning points in Chinese history was the third century bc, when the old, quasi -feudal Chou
multi-state system gave way to a centralized bureaucratic government that built an empire from the steppe in
the north to Vietnam in the south. This first empire was divided into three parts: Chin dynasty (256-206bc),
Former Han dynasty (206bc-8ce), and the Later Han dynasty (24-220ce)
The Ch’in dynasty established its control on the geopolitical advantages offered by the Wei River in
northwest China. This state was brutal and tough, yet stable. Despite its harsh laws, it attracted farmers who
welcomed the security and order of its society. It relied on Legalist Administrators who developed policies
for enriching the country and strengthening the military. Under the control of the emperor, the Ch' in dynasty
expanded its territorial holdings, instituted bureaucratic reforms, and stressed uniformity of thought in
establishing a centralized state. The Great Wall of China was extended some fourteen hundred miles from the
Pacific Ocean to central Asia and is testament to the efficiency and control of this dynasty. However, too
many changes in rapid succession caused the entire system to collapse under the harsh rule of the dynasty.
Rebellion spread as the Ch’in government lost its popular support.
The first emperor of the Han dynasty, Kao Tzu of plebeian origin, established the capital in the Wei basin
close to the former capitals of the Chou and Ch' in dynasties. Although it took many years to consolidate
power, this action permitted a degree of continuity to exist in the political development of China. The second
phase of the dynastic cycle began with the rule of the martial emperor, Wu Ti, in 141bc. Old policies like
government monopolies on salt, iron, liquor, etc. were established to maintain control of China. Wu Ti
expanded the boundaries of China by sweeping south into North Vietnam and north to central Manchuria and
North Korea. This aggressive leadership created a strong army and led to the policy of using the barbarians to
control the barbarians, thus making allies of border nomads against those more distant. This policy worked
for the most part and brought about the establishment of the Silk Road that connected with the Roman
Empire.
During the course of the Han dynasty, the Legalist structure of government became partially confucianized.
The Confucian classics gradually were accepted as the standard for education and served as an ethical
justification for dynastic rule. After a period of instability and civil war in which contending faction ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Definition
Legalism, school of Chinese philosophy that
attained prominence during the turbulent
Warring States era (475–221 bce) and, through
the influence of the philosophers Shang Yang,
Li Si, and Han Feizi, formed the ideological
basis of China's first imperial dynasty, the Qin
(221–207 BCE).
4. Legalism in ancient China was a philosophical
belief that human beings are more inclined to
do wrong than right because they are
motivated entirely by self interest. It was
developed by the philosopher Han Feizi (c.
280 - 233 BCE) who drew on earlier writings of
the Warring States Period of China (476 - 221
BCE) by a Qin statesman named Shang Yang
(died 338 BCE).
5. Even though Legalism during the Qin
Dynasty resulted in huge loss of life and
culture, it should be remembered that
the philosophy developed during a time of
constant warfare in China when each state
fought every other for control.
6. THE ADOPTION OF LEGALISM
• For over 200 years the people of China
experienced war as their daily reality and a
legalistic approach to trying to control
people's worst impulses - controlling people
through the threat of severe punishment for
doing wrong - would have seemed like the
best way to deal with the chaos.
7. Shang Yang's legalism dealt with everyday
situations but extended to how one should
conduct one's self in war and he is credited
with the tactics of total war which allowed the
state of Qin to defeat the other warring states
to control China.
8. • Legalism became the official philosophy of
the Qin Dynasty (221 - 206 BCE) when the
first emperor of China, Shi Huangti, rose to
power and banned all other philosophies as
a corrupting influence.
9. • Confucianism was especially condemned
because of its insistence on the basic
goodness of human beings and its teaching
that people only needed to be gently
directed toward good in order to behave
well.
10. • During the Qin Dynasty any books which did not
support the Legalist philosophy were burned
and writers, philosophers, and teachers of other
philosophies were executed. The excesses of
the Qin Dynasty's legalism made the regime
very unpopular with the people of the time. After
the Qin were overthrown, Legalism was
abandoned in favor of Confucianism and this
influenced the development of the culture of
China significantly.
11. BELIEFS & PRACTICES
• Legalism holds that human beings are
essentially bad because they are inherently
selfish.
• According to the precepts of Legalism, if it is
in one's best interest to kill another person,
that person will most probably be killed. In
order to prevent such deaths, a ruler had to
create a body of laws which would direct
people's natural inclination of self-interest
toward the good of the state.
12. • Morality was of no concern to the legalist
philosophers because they felt it played no
part in people's decision-making process.
• In Legalism, laws direct one's natural
inclinations for the betterment of all. The
person who wants to kill their neighbor is
prevented by law but would be allowed to kill
others by joining the army.
13. •Legalism was practiced through enacting laws to
control the population of China. These laws would
include how one was to address social superiors,
women, children, servants as well as criminal law
dealing with theft or murder.
•Since it was a given that people would act on their
self-interest, and always in the worst way, the
penalties for breaking the law were severe and
included heavy fines, conscription in the army, or
being sentenced to years of community service
building public monuments or fortifications.
14. • Other philosophies which argue for people's
inherent goodness were considered
dangerous lies which would lead people
astray.
• The basic presupposition of Legalism is that
people are naturally inclined to wrongdoing,
and therefore the authority of laws and the
state are required for human welfare.
15. LEGALISM IN THE QIN DYNASTY
• The Zhou Dynasty (1046 - 221 BCE) slowly
began to fall apart .
• The seven states of China - Chu, Han, Qi,
Qin, Wei, Yan, and Zhao - all believed they
were fit to rule and replace the Zhou.
• These states battled with each other again
and again but none of them could gain an
advantage over the others.
16. • King Ying Zheng of Qin adopted Shang
Yang's philosophy of legalism in warfare
which was total war.
• Ying Zheng declared himself the first
emperor of China: Shi Huangti.
17. • Under Shi Huangti's reign those who broke
the law, even through minor offenses, were
sentenced to hard labor building the
Great Wall or the Grand Canal or the new
roads the Qin Dynasty required for moving
troops and supplies.
18. • Legalism remained in effect throughout the
Qin Dynasty until its fall in 206 BCE. After
the Qin had fallen, the states of Chu and
Han fought for control of the country until
Xiang-Yu of Chu was defeated by Liu Bang
of Han at the Battle of Gaixia in 202 BCE
and the Han Dynasty was founded.
19. • The Han Dynasty
--from 202 BCE to 220 CE.
--Silky Road
They originally kept a form of Legalism as their
official philosophy but it was a much gentler
version than that of the Qin. The Emperor Wu
(141-87 BCE) finally abandoned Legalism in
favor of Confucianism and also made it illegal
for anyone who followed the philosophy of Han
Feizi or Shang Yang to hold public office.
20. •Confucianism could be expressed openly again
during the Han Dynasty. The suppression of
Legalism and Legalist philosophers diminished the
threat of the philosophy taking hold again and
allowed for opposing views to be explored. This did
not mean that Legalism disappeared or that it no
longer had any affect on the Chinese culture,
however. Legalism remained a go-to philosophy
throughout China's history up into modern times.
Whenever a government has felt it might be losing
control it has resorted to some degree of Legalism.