Medicine and Society in Late Imperial China explores the vibrant medical landscape in late imperial China (1600-1850), focusing on one of the most cultured and elegant cities in the lower Yangzi region, Suzhou. The central theme of the book is that the economic prosperity and intellectual vibrancy of late imperial Jiangnan fostered the emergence of a community of physicians who engaged in lively debates concerning qualifications and practice, leading to a growing sense of identity and new ways of theorizing and practicing medicine. It shows that the classical medical tradition interacted in a fluid relationship with both the state and the folk traditions. Medicine and Society in Late Imperial China is divided into two parts. Part I provides a broad framework on the discourse on the ideal physician, as well as examining the sanhuang miao (Temple of the Three Emperors) and challenges to existing medical theories by the wenbing (warm factor) school. Part II focuses on Suzhou physicians and their writings within the broad medical tradition, illustrates a local perspective of medicine's relationship with the state through an examination of the outbreak of epidemics in Suzhou, and discusses the development of the fields of specialties in medicine.

The book presents the outcomes of an innovative research programme in the history of science and implements a Text Act Theory which extends Speech Act Theory, in order to illustrate a new approach to texts and textual communicative acts. It examines assertives (absolute or conditional statements, forecasts, insurance, etc.), directives, declarations and enumerations, as well as different types of textual units allowing authors to perform these acts: algorithms, recipes, prescriptions, lexical templates for terminological studies and enumerative structures. The book relies on the study of a broad range of documents of the past dealing with various domains: mathematics, zoology, medicine, lexicography. The documents examined come from scholarly sources from different parts of the world, such as China, Europe, India, Mesopotamia and are written in a variety of European languages as well as Chinese, Cuneiform and Sanskrit. This approach proves fruitful in both history of science and Text Act Theory.

This comprehensive volume integrates the history of late imperial China with the history of education over three centuries, revealing the significance of education in Chinese social, political, and intellectual life. A collaboration between social and intellectual historians, these fifteen essays provide the most wide-ranging study in English on China's education in the centuries before the modern revolution.

Under the rule of the descendants of Chinggis Khan (1167-1227), China saw the development of a new culture in which medical practice came to be considered a highly respected occupation for elite men. During this period, further major steps were also taken towards the codification of medical knowledge and promotion of physicians’ social status. This book traces the history of the politics, institutions, and culture of medicine of China under Mongol rule, through the eyes of a successful South Chinese official Yuan Jue (1266-1327). As the first comprehensive monograph on history of medicine in China under the Mongols, it argues that this period was a separate moment in Chinese history, when a configuration of power different from that of previous and succeeding periods created its own medical culture. The Politics of Chinese Medicine under Mongol Rule emphasizes the impact of the political and institutional changes caused by the Mongols and their collaborators on the social and cultural history of medicine, which culminated in the medical theory of Zhu Zhenheng (1282–1358), still influential in East Asian medicine. Using a variety of Chinese-language sources including gazetteers, legal texts, biographies, poems, and medical texts, it analyses the roles of the Mongols and West and Central Asians as cultural brokers and also as unifiers of China. Further, it views North and South Chinese elites as agents of historical change rather than as victims of Mongol oppression. Underlining the complexity of the history of China under the Mongols and the significance of time and geography for the study of this history, this book will be of great interest to students and scholars of Chinese medical history, Chinese social and cultural history, and medieval global history.

Neither Donkey nor Horse tells the story of how Chinese medicine was transformed from the antithesis of modernity in the early twentieth century into a potent symbol of and vehicle for China’s exploration of its own modernity half a century later. Instead of viewing this transition as derivative of the political history of modern China, Sean Hsiang-lin Lei argues that China’s medical history had a life of its own, one that at times directly influenced the ideological struggle over the meaning of China’s modernity and the Chinese state. Far from being a remnant of China’s premodern past, Chinese medicine in the twentieth century coevolved with Western medicine and the Nationalist state, undergoing a profound transformation—institutionally, epistemologically, and materially—that resulted in the creation of a modern Chinese medicine. This new medicine was derided as “neither donkey nor horse” because it necessarily betrayed both of the parental traditions and therefore was doomed to fail. Yet this hybrid medicine survived, through self-innovation and negotiation, thus challenging the conception of modernity that rejected the possibility of productive crossbreeding between the modern and the traditional. By exploring the production of modern Chinese medicine and China’s modernity in tandem, Lei offers both a political history of medicine and a medical history of the Chinese state.

"Neither Donkey Nor Horse "tells the story of how Chinese medicine was transformed from the antithesis of modernity in the early twentieth century into a potent symbol and vehicle for China s struggle with it half a century later. Instead of viewing this transition as derivative of the political history of modern China, Sean Hsiang-lin Lei argues that China s medical history had a life of its own and at times directly influenced the ideological struggle over the meaning of China s modernity and the Chinese state. Far from being a remnant of China s pre-modern past, Chinese medicine in the twentieth century co-evolved with Western medicine and the Nationalist state, undergoing a profound transformationinstitutionally, epistemologically, and materiallythat justifies our recognizing it as modern Chinese medicine. This new medicine was derided as neither donkey nor horse, because it attempted to integrate modern Western medicine into what its opponents considered the pre-modern and un-scientific practices of Chinese medicine. Its historic rise is of crucial importance for the general history of modernity in China, fundamentally challenging the conception of modernity that rejected the possibility of productive crossbreeding between the modern and the traditional. By exploring the co-production of modern Chinese medicine and China s modernity, Lei offers both a political history of medicine and a medical history of the Chinese state. "Neither Donkey Nor Horse "synthesizes into a single historical narrative what was previously separated into three independent histories: the history of Western medicine in China, the history of Chinese medicine, and the political history of the state. "

In On Their Own Terms, Benjamin A. Elman offers a much-needed synthesis of early Chinese science during the Jesuit period (1600-1800) and the modern sciences as they evolved in China under Protestant influence (1840s-1900). By 1600 Europe was ahead of Asia in producing basic machines, such as clocks, levers, and pulleys, that would be necessary for the mechanization of agriculture and industry. In the seventeenth and eighteenth centuries, Elman shows, Europeans still sought from the Chinese their secrets of producing silk, fine textiles, and porcelain, as well as large-scale tea cultivation. Chinese literati borrowed in turn new algebraic notations of Hindu-Arabic origin, Tychonic cosmology, Euclidian geometry, and various computational advances. Since the middle of the nineteenth century, imperial reformers, early Republicans, Guomindang party cadres, and Chinese Communists have all prioritized science and technology. In this book, Elman gives a nuanced account of the ways in which native Chinese science evolved over four centuries, under the influence of both Jesuit and Protestant missionaries. In the end, he argues, the Chinese produced modern science on their own terms.

This volume provides a history of how “the human” has been constituted as a subject of scientific inquiry in China from the seventeenth century to the present. Organized around four themes—“Parameters of Human Life,” “Formations of the Human Subject,” “Disciplining Knowledge,” and “Deciphering Health”—it scrutinizes the development of scientific knowledge and technical interest in human organization within an evolving Chinese society. Spanning the Ming-Qing, Republican, and contemporary periods, its twenty-four original, synthetic chapters ground the mutual construction of “China” and “the human” in concrete historical contexts. As a state-of-the-field survey, a definitive textbook for teaching, and an authoritative reference that guides future research, this book pushes Sinology, comparative cultural studies, and the history of science in new directions.

This book examines the textual, social, cultural, practical and institutional environments to which the expression “teaching and learning contexts” refers. It reflects on the extent to which studying such environments helps us to better understand ancient or modern sources, and how notions of “teaching” and “learning” are to be understood. Tackling two problems: the first, is that of certain sources of scientific knowledge being studied without taking into account the various “contexts” of transmission that gave this knowledge a long-lasting meaning. The second is that other sources are related to teaching and learning activities, but without being too precise and demonstrative about the existence and nature of this “teaching context”. In other words, this book makes clear what is meant by “context” and highlights the complexity of the practice hidden by the words “teaching” and “learning”. Divided into three parts, the book makes accessible teaching and learning situations, presents comparatist approaches, and emphasizes the notion of teaching as projects embedded in coherent treatises or productions.