Qiong Zhang

Zhang photo

 

Assistant Professor Qiong Zhang
Chinese Intellectual and Cultural History; the History of Science and Medicine
B-11 Tribble Hall, 758-2538
e-mail: zhangq@wfu.edu

 

 

BioQiong Zhang teaches courses on traditional and modern Chinese history and world civilizations from the beginning to 1500 at Wake Forest University.  Her research fields are early modern Chinese intellectual and cultural history and the history of China’s encounter with the West since the sixteenth century.  She likes to explore areas where the history of science, technology and medicine intersects with that of religion and popular culture.  A native of southern China, she received her BA and MA in philosophy from Wuhan University, China, and her Ph.D. in the history of science from Harvard University.  She held several postdoctoral fellowships and teaching appointments at a number of American universities before joining the Department of History at Wake in the fall of 2008.

CVEducation:
B.A.      Wuhan University, China 1983
M.A.     Wuhan University, China 1986
Ph.D.    Harvard University 1996

Academic Appointments:
Wake Forest University.  Assistant Professor (2008-present)
Southern Illinois University.  Assistant Professor (2005-2008)
Western Connecticut State University.  Assistant Professor (1999-2002)
University of California, Los Angeles.  Visiting Assistant Professor (1998-99)

Click here for the complete CV.

Publications

  • “Matteo Ricci‘s World Maps in Late Ming Discourse of Exotica,” Horizons: Seoul Journal of Humanities Vol. 1, No. 2 (December 2010): 215-50.
  • “From ‘Dragonology’ to Meteorology: Aristotelian Natural Philosophy and the Beginning of the Decline of the Dragon in China,” Early Science and Medicine 14.1-3 (2009): 340-68.
  • “Hybridizing Scholastic Psychology with Chinese Medicine: A Seventeenth-Century Chinese Catholic’s Conceptions of Xin (Mind and Heart),” Early Science and Medicine 13.4 (August 2008): 313-60.
  • “About God, Demons, and Miracles: The Jesuit Discourse on the Supernatural in Late Ming China,” Early Science and Medicine 4.1 (February 1999): 1-36.
  • “Demystifying Qi: The Politics of Cultural Translation and Interpretation in the Early Jesuit Mission to China,” in Tokens of Exchange: The Problem of Translation in Global Circulation, ed. Lydia Liu (Durham: Duke University Press, 1999), 74-106.
  • “Translation as Cultural Reform: Jesuit Scholastic Psychology in the Transformation of the Confucian Discourse on Human Nature,” in The Jesuits: Culture, Learning and the Arts, 1540-1773, eds. G. A. Bailey, S. Harris, T.F. Kennedy, S.J., and J.W. O’Malley, S.J. (Toronto: University of Toronto Press, 1999), 364-79.

For a complete list of publications, click CV.

Courses

  • HST 103 World Civilizations to 1500
    This course surveys the evolution of world civilizations from around 3500 BCE to 1500 CE.  Within a roughly chronological framework, it seeks to highlight the broad patterns of development among major human communities, especially those on the Eurasian continent and in Africa, with respect to their political and social institutions, economic life, values, intellectual traditions and religious beliefs.
  • FYS 100 The Mystery of Qi:  The Chinese Perspective on the Body, Mind, and Personal Well-Being
    This seminar investigates how cultural constructs inform the ways in which people think about, experience and govern their bodies.  In particular, we will examine the conceptions of Qi (Ch’i), primordial or vital energy, in classical Chinese cosmology and medicine and the critical roles they played in the development of Chinese food culture, a variety of therapeutic methods, religious practices, styles of artistic performance, visual and literary representations of the body, and the martial arts traditions.  We will highlight the distinctive features of the Chinese Qi-centered view of the body through comparisons with those in classical Greek medicine and modern biomedicine.  We will also explore the scientific and epistemological issues involved in the efforts by modern laboratory scientists to capture and measure Qi. This course will be an interdisciplinary exercise drawing on the analytical tools from anthropology, the history of science, art history, literary studies, philosophy and religion.
  • HST 244 Pre-Modern China
    This course surveys Chinese history from high antiquity to 1850. It covers such basic themes as the evolution of political, legal and social institutions, the development of major philosophical and religious traditions, and the achievements in science, technology, literature and the arts. Students are invited to explore these themes by engaging a variety of primary sources, ranging from archeological artifacts, historical documents, philosophical texts, poems and novels to art works.
  • HST 245 Modern China
    This course studies modern China from 1600 to the present, focusing on the major political, economic, and cultural transformations occurring in China during this period within the context of modernization, imperialism, and (semi) colonialism, world wars and civil wars, revolution and reform, and the ongoing processes of globalization.
  • HST 352 Ten Years of Madness:  The Chinese Cultural Revolution, 1966 to 1976
    This course offers a history of the Chinese Cultural Revolution from 1966 to 1976.  The class examines the origins, consequences, and collective memories of the catastrophic political events and the social and cultural transformations that took place in China during the last decade of Mao’s leadership.
  • HST 390 Topics in Twentieth Century Chinese History
    The twentieth century was one of the most eventful centuries in China’s 5000-year history.  It saw the collapse of the imperial system, the uprooting of age-old values, beliefs and cultural practices, civil wars and foreign invasions, political revolutions, famine and social chaos, economic reforms and the re-emergence of the nation as a major world power at the century’s end.  In this seminar, we will study some of the landmark events in this century by exploring a variety of primary sources, including official documents, newspaper articles, diaries, visual archives, and literary works. Topics include the Boxer Uprising (1899-1900), the May Fourth Movement (mid-1910s – 1920s), the Nanking Massacre (“Rape of Nanking”) (1937), the Civil War (1946-1949), the Korean War (1950-1953), the Great Leap Forward campaign and the great famine (1958-1962), Mao and the Cultural Revolution (1966-1976), and the Democracy Movements of the 1980s.  All required readings are in English.  The students will develop a research project on a topic broadly related to the subject matter of this course and write a 25-30 page paper based on analysis of primary sources and pertinent secondary sources.
  • HST 390. Global Cities in Chinese History
    In this research seminar, we will explore China’s dynamic interactions with the outside world in its long history and the resultant multiplicity of Chinese culture through a series of case studies in Chinese urban history.  In the first seven weeks of the semester, we will meet in class to examine the primary sources and secondary literature pertaining to the following six historical and modern global cities in China: Chang’an, an administrative capital of the Chinese empire from the Han (206 BCE to 220 CE) to the Tang Dynasty (618-907); Dunhuang, a garrison town on the northwestern frontier in pre-modern China that grew into a thriving commercial and cultural center owing to its location on the eastern end of the “Silk Road”; Canton (Guangzhou), the southern gate of the Chinese empire and a major center of Chinese maritime trade with southeast Asia, the Indian Ocean and the Arab world since the Tang dynasty; and Macao, Hong Kong and Shanghai, three modern Chinese cities which owe much of their existence and current prosperity to varied degrees of Western colonial influences in Chinese history, especially during the Treaty Century from 1842 to 1943.  From the eighth week on, the students will carry out their independent research projects on any global city in mainland China and Taiwan during any historical period. They will engage various related primary sources, including those written in English or translated into English, and secondary literature in their work and produce a substantial research paper of 25 pages or longer at the end of the semester. Prior knowledge of Chinese history or culture desirable but not required.