ABSTRACT
This chapter delimits the broad issue of epistemicide as a hidden effect of two factors, namely, the developmental comparative paradigms used as a "norm" in cross-cultural studies and the globalization of Western-Eurocentric discourses as epistemic rules into the rest of the world. It examines the twentieth-century-and-after China studies and its education/curriculum reforms as the examples of epistemicide, and cautions against a cultural relativist stand in re-engaging ancient and modern Chinese thought in the twenty-first century. The chapter proposes an archaeological-historical mode of inquiry borrowed from Martin Heidegger, Michel Foucault, and Giorgio Agamben; and an ontological language–discourse perspective from Martin Heidegger and Michel Foucault. It offers a retrospective reflection upon the overall situating, as well as the methodological-theoretical lens, yet not as some a priori constructs selected beforehand but as some thoughts and reflections gained along and after doing the whole research project extensively.
