Toward Daoist-Informed Pedagogy: An Applied Hermeneutical Inquiry Into Antony and Cleopatra

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Transcultural Conversation and Epistemology in-the-Making

Abstract

This proposal is a Daoist-informed pedagogy applied in a hermeneutic inquiry into ambiguities of language in Antony and Cleopatra. A detailed analysis of words and their ambiguous meanings foreshadows the interwoven subject matters that Shakespeare is concerned about. These subject matters include the unity of binary oppositions, body politic, and gender identity. They are interpreted in parallel with the counterpart thoughts in Dao De Jing and Zhuang Zi. The two Daoist works in ancient China encompass the wisdom of traditions on the dialectic union of opposites, paradox politics, and the Yin-Yang cosmology. The study aims to realize a living hermeneutic experience with Antony and Cleopatra in East-West dialogue by Daoist-informed pedagogy.

Author

• Qian Ye, University of Alberta