Encountering the Chinese book
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Discussion questions for Encountering the Chinese: A Modern Country, An Ancient Culture (3rd edition, 2010) by Wenzhong Hu, Cornelius N. Grove, and Zhuang Enping
1. Who are the authors? What are their backgrounds and biases? Why did they write this book?
The authors of this book are Wenzhong Hu, Cornelius N. Grove, and Zhuang Enping. It is crucial to understand their backgrounds and biases as it provides insight into the perspective from which the book is written. Knowing their motivations for writing the book can help readers evaluate the intentions and credibility of the authors.
Intended Audience and Publication Outlet:
The intended audience for this book is not explicitly stated, but it can be inferred that it is aimed at readers interested in understanding Chinese culture, especially in an intercultural context. The book is published by Intercultural Press, suggesting that it is a publication outlet focused on intercultural communication and understanding. These questions matter because they help in identifying the target readership and the context in which the book is situated.
2. What is the purpose of this book? What is this book about? Why is this book important?
The purpose of this book is to provide insights into Chinese culture, exploring both its historical roots and its modern manifestations. The book aims to help readers understand China's culture, emphasizing the significance of cultural awareness in the context of international relations, particularly in trade relationships between China and the USA. Understanding the trade relationship between these two nations is important as it contextualizes the intercultural dynamics and highlights the practical implications of cultural understanding in international business and diplomacy.
3. How do the authors position China’s long agrarian past as a foundation for China’s culture? Explain.
The authors likely delve into China's long agrarian past to underscore how agricultural practices, rural traditions, and the agrarian way of life have deeply influenced Chinese culture. By examining this historical context, the authors may elaborate on how agricultural practices have shaped social structures, values, and cultural norms in China over centuries, providing a foundation upon which contemporary Chinese culture is built.
4. How are family, school, work unit, local community all components of the basic unit of Chinese society? What is the basic unit of analysis in Chinese culture? Discuss.
In Chinese society, the basic unit encompasses family, school, work unit (danwei), and the local community. These components are interlinked and influence individuals' behaviors, beliefs, and relationships. The parent-child relationship is crucial and extends to encompass extended family ties, school cohorts, class collectives, class friends, work unit relationships, and neighborhood connections. Understanding this interconnectedness is vital in
grasping the intricacies of Chinese social structure and the dynamics that govern interpersonal relationships.
5. In this section, the authors present three fundamental values of Chinese culture: collectivism, large power distance, and intra-group harmony. Discuss these fundamental values.
Collectivism emphasizes the importance of the group over the individual, highlighting mutual obligations, loyalty,
and interdependence among family, colleagues, and community members. Large power distance refers to the acceptance of hierarchical order and the respect for authority and elders in society. Intra-group harmony emphasizes maintaining harmony within social groups, valuing cooperation and avoiding conflicts. These values shape Chinese interpersonal interactions, decision-making processes, and societal norms.
6. Assess the chart of words (values of Chinese people) on page xxix.
I cannot directly assess a specific page from the book as I don't have access to its content. However, if you provide specific values or concepts from the chart, I'd be happy to discuss and analyze them further based on the information you provide.
Part I- Advice for Westerners Interacting with the Chinese
Chinese Titles and Forms of Address, pp. 3-11
7. Describe Chinese naming practices.
Chinese naming practices often involve the family name (surname) followed by the given name. Family names hold significant importance and are typically passed down through generations. Given names are chosen carefully, often with meanings related to positive traits or aspirations. Additionally, there are generational names, which can be common among siblings.
8. Describe formal and informal forms of addressing others in Chinese culture. How important are titles, roles, given names? How are lao (older than oneself) and xiao (younger than oneself) used in addressing others? See also conventions for last names (e.g., spouses, children), formal address (e.g., sir, madam), occupational titles, kinship.
Formal forms of address in Chinese culture often include titles and last names, especially in professional or public settings. Respect for
age is shown through the use of "lao" (for elders) and "xiao" (for younger individuals). Given names are used in informal settings among peers or friends, indicating a closer relationship. Conventions for addressing family members, spouses, and children vary based on the relationship.
Greetings, Conversations, and Farewells, pp. 13-24
9. Describe formal and informal greetings (word use, obligations, physical interaction). What is meant by these greeting rituals? Discuss.
Formal greetings often involve polite language, bowing, or shaking hands. Informal greetings among friends or acquaintances may include more
casual language and physical gestures like hugs. Greetings serve to establish
rapport, show respect, and create a positive atmosphere for interaction.
10. What are some conversational starters? Taboo subjects in conversation?
Conversational starters often revolve around topics like family, health, or travel. Avoiding sensitive subjects such as politics, religion, and personal finances is essential to maintain harmony and prevent discomfort in conversations.
11. Describe the formal and informal ways for farewells (word use, obligations, physical interaction). What is meant by these farewell rituals? Discuss.
Formal farewells involve expressing gratitude, good wishes, and respect. Physical gestures like bowing or shaking hands may accompany these words. Informal farewells among friends can be more relaxed, often involving casual language and gestures like waving. Farewells signify the end of an interaction and reinforce social bonds.
Chinese Style Dining, pp. 25-29
12. Fully describe the etiquette involved in Chinese style dining (seating, paying, announcing, adjourning, drinking [alcohol], inviting [guests], eating [including courses, finishing what is given, utensils, food types], toasting [speeches], thanking, timing [length of dining], purpose of the meal, etc.).
In Chinese dining etiquette, seating arrangements are important, with the host typically sitting facing the
entrance. Paying and announcing the start and end of the meal are often the responsibilities of the host. It is polite to finish what is given and to use chopsticks properly. Toasting, thanking, and expressing gratitude are common practices during the meal. Timing, purpose of the meal, and the number of courses can vary based on the occasion and formality of the gathering.
Appointments, Visiting, and Time Use, pp. 31-38
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13. Discuss how appointments and meetings are established, conducted, scheduled, and timed (start, finish).
Appointments and meetings are typically scheduled in advance, respecting each other's time. Punctuality is valued, and it's essential to arrive on time. Meetings often involve formal introductions, clear agendas, and respectful communication.
14. Describe the nature of visits [such as timing (start, finish, announced, unannounced, invited, times throughout the day, public/private) and scheduling (friends, family, others)].
Visits in Chinese culture can be scheduled or announced in advance. Unannounced visits are generally discouraged, especially in formal settings. The timing of visits, whether during the day or evening, can depend on the nature of the relationship and the purpose of the visit.
15. What signals are sent when one seeks “alone time”? Explain.
Seeking "alone time" in Chinese culture can signify a need for personal space
or privacy. It communicates a desire for solitude and is respected as a way to
recharge or focus on individual tasks without interruptions.
16. Describe the responsibilities of a host.
A host in Chinese culture is responsible for making guests feel welcome and comfortable. This includes providing refreshments, engaging in polite conversation, and ensuring guests
are well taken care of. The host also guides the flow of the interaction and shows respect to the guests.
Chinese Modesty and Humility, pp. 39-46
17. Describe Chinese humility (including courtesy, self-deprecation, modesty, understatement, acceptance of praise/compliments, listening, applause, tolerance).
Chinese humility is reflected in modesty, self-deprecation, and understatement. Courtesy is essential, and accepting praise or compliments with modesty is common. Active listening and tolerance in communication are valued, and applause is a form of showing appreciation and respect.
18. How and when are business cards used in China? How are they presented? Discuss.
Business cards are exchanged in formal business settings. They are presented and received with both hands as a sign of respect. Examining the card briefly before placing it on the table demonstrates acknowledgment and respect for the person giving the card.
19. How and when are resumes used in China? How are they presented? Discuss.
Resumes are used in professional contexts, such as
job applications or business interactions. They are typically presented along with a cover letter and other relevant documents. Resumes should be well-
organized, highlighting qualifications and achievements.
20. In seating and photographs, who represents “the seat of honor”? Why? Explain.
"The seat of honor" is typically reserved for the guest of honor or the most senior person present. This seat is often located farthest from the entrance, signifying respect and importance. Seating arrangements are hierarchical, with the most esteemed individuals placed in positions of honor.
Making Friends with the Chinese, pp. 47-61
22. Distinguish between the three types of personal relationships (i.e., affective ties, instrumental ties, and mixed ties) the authors present as fundamental to Chinese culture. Include in the discussion
the central role of guanxi.
Affective ties involve emotional connections, often seen in close friendships or family relationships. Instrumental ties are pragmatic connections, where individuals associate for mutual benefit, such as in business relationships. Mixed ties combine emotional and practical aspects. Guanxi refers to social connections and networks, emphasizing the importance of relationships and mutual obligations.
23. Discuss further the expectations of family, family members, and friends (e.g., respect, harmony, obligations, informality, personal influence, ingroups and outgroups, anger, favors, advice, shared time).
Expectations within Chinese relationships include respect for elders, harmony in interactions, fulfilling obligations to family and friends, maintaining a balance between formality and informality, and valuing personal influence within ingroups. Anger is generally suppressed, and favors, advice, and shared time contribute to the strength of relationships.
24. What do the authors caution about romance? Explain.
The authors
likely caution that romance, especially between individuals from different cultural backgrounds, can be complex due to differing cultural norms and expectations. Cultural misunderstandings in romantic relationships can lead to challenges, requiring careful navigation and understanding of each other's
cultural perspectives.
Education and Training Among Chinese, pp. 65-78
25. Describe the actions, behaviors, and attitudes of a “model” Chinese student (from elementary school through university).
A "model" Chinese student is typically hardworking, disciplined, respectful towards teachers and peers, and values academic achievements. Diligence, perseverance, and a strong work ethic are emphasized. Respect for authority
and teachers is essential in Chinese educational culture.
26. Discuss the preferred learning/teaching style in Chinese culture.
Include in the discussion the role of books and the role of teachers (laoshi). How does this compare with Western style instruction? Explain.
In Chinese culture, rote learning and memorization play a significant role. Books are regarded as authoritative sources of knowledge, and teachers (laoshi) are highly respected figures. The teaching style often emphasizes discipline, respect, and adherence to established knowledge. This approach contrasts with some Western instructional methods, which may encourage critical thinking, creativity, and active participation.
27. Discuss the role of student cohorts (class collectives, class leaders).
Student cohorts, represented by class collectives and class leaders, are integral in Chinese education. Class collectives foster a sense of belonging and unity, encouraging cooperation and mutual support among students. Class leaders often serve as mediators between teachers and students, reinforcing discipline and promoting a positive learning environment.
Negotiating and Institutional Decision Making, pp. 79-98
28. Assess the following statement: “But in Chinese institutions, decisions are made by a process of leader-mediated compromise that involves people at several hierarchical levels, discussing matters behind the scenes, circulating written memoranda, and meeting informally” (p. 79).
This statement highlights the consensus-
building approach in Chinese decision-making. Leaders facilitate discussions among hierarchical levels, often involving informal meetings and written communication. This process emphasizes collaboration and compromise, ensuring decisions align with the collective interests of the organization.
29. Describe the time it takes for decision-making in Chinese organizations as well as who makes and follows the final decision. Where do groups fit into this description? The individual? Harmony? Discuss.
Decision-making in Chinese organizations can be time-consuming due to the emphasis on consensus-building. Final decisions often involve input from various hierarchical levels and groups within the organization. The
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decision-making process considers the interests of the group, prioritizing harmony and collective goals over individual preferences.
30. How does the Chinese government moderate (influence) organizational decision-making? Explain.
The Chinese government can influence organizational decision-making through policies, regulations, and directives. Organizations often align their decisions with government guidelines, ensuring compliance with national objectives and regulations. Government influence can shape the strategic direction and priorities of businesses and institutions.
31. What is meant by the “iron rice bowl”? Discuss.
The "iron rice bowl" refers to lifelong job security and stable employment in state-owned enterprises or government positions in China. Traditionally, these jobs provided employees with a secure livelihood, including benefits and social welfare. However, economic reforms have challenged the concept of the "iron rice bowl," leading to changes in employment practices and a shift towards more market-driven employment models.
32. What are some of the built-in friction points (e.g., timing, authority, information needs, hierarchy, harmony, high versus low context communication styles, approaches to negotiation, written contracts) between Westerners and Chinese when negotiating? Discuss.
Friction points in negotiations between Westerners and Chinese can arise due to differences in communication styles, hierarchy expectations,
and negotiation approaches. Differences in timing, information needs, and the balance between high-context (implicit) and low-context (explicit) communication styles can also create challenges. Additionally, variations in approaches to authority, written contracts, and the emphasis on harmony can lead to misunderstandings and require careful negotiation strategies.
33. What are the expected relationship outcomes of negotiations with the Chinese? [See for example the elements of trust, obligation, mutual support, permanence, gender .] Discuss.
Negotiations with the Chinese often aim for outcomes based on trust, mutual
support, and long-term relationships. Building trust is fundamental, and successful negotiations often lead to obligations and commitments from both
parties. Establishing a sense of permanence in the relationship is valued, and
gender dynamics can play a role in negotiations, influencing communication styles and relationship-building approaches.
The Concept of “Face” in Chinese-American Interaction, pp. 99-111
34. Define the Chinese concept of “face” in your own words. [See the authors’ 7-point explanation of face, pp. 102-103.] Why is “face” important? Explain.
The concept of "face" in Chinese culture refers
to one's social reputation, dignity, and honor. It involves maintaining a positive image in the eyes of others and avoiding situations that could lead to embarrassment or loss of esteem. "Face" is crucial because it impacts social standing, relationships, and harmony within communities. Losing face can result in social repercussions and strained relationships.
35. How does one acquire “face”? Earn “face”? Lose “face”? Maintain “face”? Save “face”? Fix (or re-acquire) “face”? Spare “face”. Protect “face”? Discuss.
One acquires and maintains "face" by behaving in socially acceptable ways, respecting others, and avoiding actions that might lead to embarrassment. "Face" can be earned through achievements and positive interactions, while losing face can occur through public humiliation or social faux pas. Saving face involves mitigating situations that could lead to loss of face, while fixing it requires efforts to regain social standing. Sparing and protecting face involve being mindful of others' dignity and avoiding actions that could harm their reputation.
36. Interpret the following Chinese proverb, “A person needs face as
a tree needs bark” (p. 103).
This proverb illustrates the essential nature of "face" in Chinese culture. Just as a tree needs bark for protection and survival, individuals need "face" to navigate social interactions, maintain relationships, and uphold their dignity. Losing "face" can leave a person vulnerable to social harm and strained relationships, emphasizing its vital role in interpersonal dynamics.
37. Describe how li (decorum) is a critical element of face.
Li, or decorum, is a fundamental aspect of "face." It involves adhering to social norms, displaying proper behavior, and acting in a culturally appropriate manner. Upholding li contributes to one's positive image and social standing, reinforcing "face" in interpersonal interactions.
38. Assess the list (8 guidelines) of ways to interact with Chinese acquaintances (p. 110).
I do not have access to the specific list provided in the book. However, guidelines for interacting with Chinese acquaintances likely emphasize respect, courtesy, sensitivity to cultural norms, and maintaining harmony in relationships. These guidelines would likely highlight the importance of understanding and valuing the concept of "face" in interactions.
39. How might you go about repairing “face” when you are responsible for the loss? Discuss.
When an individual is responsible for causing someone to lose face in Chinese culture, it is crucial to address the situation delicately and respectfully to repair the damage done to the person's reputation and honor. Here are some strategies one might employ to repair face:
Acknowledge the Mistake:
The first step is to acknowledge the mistake openly and sincerely. Denying or ignoring the issue can worsen
the situation. Taking responsibility for the action is essential.
Apologize:
Offer a genuine and heartfelt apology to the person who has lost face. Express regret for the actions or words that caused the harm, demonstrating humility and understanding of the impact.
Show Respect:
Demonstrate respect for the individual and their feelings. This can be done through active listening, empathy, and understanding. Avoiding confrontational or aggressive behavior is crucial.
Make Amends:
If appropriate and feasible, make amends for the mistake. This could involve rectifying the situation, compensating for any losses, or offering assistance to mitigate the impact of the incident.
Repairing face requires genuine remorse, empathy, and a sincere desire to mend the relationship. Cultural sensitivity and understanding of the significance of "face" in Chinese culture are paramount in successfully repairing the damage caused.
Part II: Advice for Westerners Living and Working in the PRC (Pp. 113-124)
40. Why are foreigners treated deferentially in China? How so? By whom (individual, group, institution, strangers)? Explain.
Foreigners in China are often treated deferentially due to a deep-seated cultural respect for guests and outsiders. This
deference can be shown through polite gestures, such as allowing them to enter first, offering assistance, and being accommodating in various situations. Individuals, groups,
institutions, and even strangers might exhibit this behavior, reflecting the widespread cultural norm of hospitality and respect towards visitors.
41. How ought a foreigner ask for assistance? Discuss.
Foreigners should ask for assistance politely and directly, demonstrating respect for the person they are addressing. Using simple and clear language, along with gestures if necessary, can help bridge language barriers. It's important to be patient and understanding, appreciating the cultural nuances in communication styles.
42. How ought one dress? Deal with invitations (even last moment invitations)? Explain (see also question 44).
Dressing modestly and conservatively is generally advisable in China, especially in formal or traditional settings. When receiving invitations, even last-minute ones, it is essential to respond promptly and graciously. Being punctual and showing appreciation for the invitation, regardless of its spontaneity, is a sign of respect.
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43. Describe line (queue) etiquette.
Line etiquette in China emphasizes patience and orderliness. People are expected to wait their turn without pushing or cutting in line.
Maintaining personal space and demonstrating patience are highly regarded cultural norms.
Pp. 124-137
44. Describe accepting, giving, and refusing invitations.
Accepting invitations promptly, showing gratitude during the event, and sending a thank-you note afterward are considered polite. When giving invitations, it's important to do so sincerely and generously. Refusing invitations should be done tactfully and with a valid reason to avoid causing offense.
45. Describe lending and borrowing items. Does it matter from whom the item
is lent or borrowed? Discuss.
Lending and borrowing items should be approached with caution and respect for the lender's property. It is essential to return borrowed items in the same condition or better. While it's generally acceptable to borrow from close friends or family, borrowing from acquaintances or strangers might require more careful consideration and clear communication.
46. Describe gift-giving in Chinese culture (when, for what occasion, gift presentation, gift opening, reciprocity in gift giving, gift acceptance [including obligations], type of gift [see list on pp. 128-130], price of gift, rejecting a gift).
Gift-giving is a significant aspect of Chinese culture and is often done
during festivals, special occasions, or when visiting someone's home. Gifts should be presented and received with both hands as a sign of respect. Reciprocity is expected in gift-giving, and thoughtful, culturally appropriate gifts are appreciated. Rejecting a gift should be done politely to avoid causing embarrassment.
47. Consider formal banquets (seating and toasting), alcohol, help with serving and cleaning up after the meal, how to host a meal (and roles of the host), how to pay for the meal, greeting guests, type of food, and offering of utensils. Discuss.
Formal banquets in China follow specific seating arrangements, with
the most honored guest typically seated farthest from the entrance. Toasting is a common practice, and it's polite to reciprocate the gesture. Guests should offer help with serving and cleaning up after the meal as a sign of gratitude. Hosting a meal involves ensuring guests' comfort, serving a variety of dishes, and displaying hospitality.
The host usually pays for the meal, and guests express thanks sincerely. Chinese dining often involves a variety of dishes, and chopsticks are the primary utensils used.
Pp. 138-147
48. What might be some of the challenges associated with Westerners entering the Chinese university environment? Discuss (see class changes and resources, student behavior, teaching styles).
Entering the Chinese university environment can be challenging for Westerners due to differences in teaching styles, classroom dynamics, and language barriers. Adapting to the pace of learning, student behavior expectations, and the availability of resources might pose initial difficulties.
49. What advice do the authors provide regarding domestic help and childcare? Explain.
The authors likely provide advice on hiring domestic help and childcare, emphasizing cultural sensitivity, clear communication, and fair treatment of domestic helpers. Understanding Chinese cultural norms related to domestic assistance is crucial for effective communication and maintaining a positive working relationship.
Pp. 148-156
50. Discuss and update the travel section with special attention to trains, planes, automobiles, bicycles, electric vehicles, and other service providers such as Didi.
The travel section likely discusses various modes of transportation in China, highlighting the convenience of trains, the extensive domestic flight network, and the popularity of bicycles and electric vehicles for short distances. Additionally, the authors might have discussed ride-sharing services like Didi, emphasizing their practicality and safety.
51. Discuss and update the Internet section with special attention to China’s social credit system (and score).
The Internet section likely discusses China's social credit system, a government initiative that tracks citizens' behavior and assigns scores based on their actions. This system affects various aspects of daily life, including financial transactions and travel privileges. The authors might provide insights into how this system operates and its implications for both Chinese citizens and foreigners living in China.
52. What advice do the authors provide for Westerners leaving China? Discuss
(see farewell gifts, re-entry acculturation, maintaining contact).
When leaving China, the authors might advise Westerners to consider cultural norms related to farewell gifts, ensuring they are thoughtful and respectful. Re-entry acculturation tips may include strategies for readjusting to their home culture after an extended stay in China. Maintaining contact with friends and colleagues in China could be emphasized, encouraging ongoing relationships and networking opportunities.
Pp. 156-164
53. Has the book succeeded in its purpose?
To determine whether the book has succeeded in its purpose, readers should evaluate whether it effectively imparts cultural
understanding, provides practical advice, and helps bridge cultural gaps for Westerners living and working in China. Success could be measured by the book's ability to enhance
cultural competence, facilitate smoother interactions, and foster mutual respect between Westerners and the Chinese people.
54. Assess the totality of this book within course learning so far.
Students can assess the book's overall contribution to their understanding of Chinese culture and its practical relevance within the context of their course. They can consider how well the book aligns with the course objectives, whether it provides comprehensive insights, and if it equips them with valuable skills for intercultural communication and adaptation. Additionally, students can evaluate the book's readability, organization, and the depth of cultural information provided.