What if a history class swapped textbooks for a treasure hunt? That was the reality for students in an English-taught course taught by Dr. ZHANG Lu at Fudan’s International Cultural Exchange School, who traded their usual desks for a journey through the campus museum. Their mission was to solve a puzzle: How was “China” born? Was it from a single origin, or a fusion of diverse cultures?
The adventure was part of the “Walking Classroom” event held on September 28 for China Survey I, a required course for all international students at Fudan. While visiting the exhibition “Unity in Diversity: A Journey to the Origins of Chinese Civilization,” nearly 100 international students from over 20 departments and 32 different countries were divided into four groups and became history detectives.
Opening of the Walking Classroom event
Guided by a meticulously designed “Detective’s Task Sheet”, the students embarked on their investigation. Their main quest was to trace the theme of “Unity in Diversity” by decoding the “aesthetic code” in ancient pottery, interpreting power structures behind mysterious jade artifacts, and understanding early state governance through bronze production. A series of side quests further encouraged them to explore this diversity by searching for ancient musical instruments, sketching unique relics, and examining early writing symbols.
The learning process was as innovative as the concept. Instead of a single lecture, the museum was transformed into several “crime scenes” or investigation stations. A cross-disciplinary team of experts, led by Dr. ZHANG Lu and joined by guest specialists Dr. LI Wei and Dr. MA Saiping from the Department of Cultural Heritage and Museology, was on hand to guide the groups, answer questions, and provide deeper context, ensuring every student was actively engaged in the discovery process.
The investigation began with the painted pottery of Yangshao Culture, an important Neolithic culture that existed extensively in the middle reaches of the Yellow River.
Case 1
“Although the pottery comes in many different shapes and sizes, their patterns remain consistent. These shared designs appearing across a wide variety of forms reveal a common artistic language and highlight a sense of cultural unity and interconnectedness among the people.” Hamza, an Indian student majoring in Medicine, wrote in the task sheet.
The second case spotlighted jade relics from the ancient Liangzhu City ruins. A compelling question came from Ileana, a U.S. philosophy senior, who inquired about distinctions in jade pieces between social classes. “They varied in quantity and form,” Li explained, pointing to a Cong, a squared jade artifact with a circular hole. “ This could only be possessed by the highest-ranking individuals.”
Case 2
For the third case on “Erlitou Bronzes – The Xia Dynasty and Methods of Early State Governance,” students were asked to put themselves in the shoes of an ancient tribal leader receiving bronze ritual vessels from the central dynasty. Eileen, an Indonesian Fintech student, viewed the scenario through a strategic lens. “It would be such an honor and a powerful tool for my own role. I could use these prestigious objects in our own ceremonies to strengthen my position. For my tribe, it will be a symbol to show my tribe is one of them, part of their system, but still governed by our rules and beliefs.”
Case 3
Many students chose to complete their observation notes by sketching the cultural relics, with their drawings becoming a testament to their deep, multi-sensory engagement with history.
Side quests
Students’ sketches of cultural relics
Many students reported that the hands-on experience completely shattered their preconceptions about Chinese civilization, which had been largely shaped by Western media narratives. “I learned more about the origins of the Chinese civilization and the concept of ‘unity in plurality’. China is a multilingual, multiethnic nation that deserves to be studied and respected in its diversity, yet without discarding its diversity!” said Angelika, a Russian-Italian senior student.
“I really like that the university has its own museum. The teachers have us discover things for ourselves and then bring in experts to explain them. It’s a very refreshing opportunity,” said Maena, a French junior majoring in philosophy.
More Than Classes: A Gateway to China
“This course is designed not as a rigid body of knowledge, but as an interconnected exploration,” Zhang explained. “We integrate history, art, philosophy, and other humanities to help students decipher the cultural DNA that has shaped Chinese civilization. If the classroom builds the scaffolding of their understanding, then this ‘Walking Classroom’ allows them to personally verify, feel, and enrich that framework with their own eyes.”
Zhang also offered key advice for newcomers: “Venture beyond the campus and see China as a vast, explorable classroom. Be a cultural detective—always ask ‘why’ behind what you see. And most importantly, have real conversations with the people you meet.”
This model of immersive, inquiry-based learning is a cornerstone of Fudan’s approach to international education, preparing students to become not just observers, but engaged global citizens. This class is not a finish line, but a starting point—a launchpad for these future cultural ambassadors to interpret China and forge connections with the world— a journey of discovery that begins right here at Fudan University.
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Writer: XU Huiting
Photographer: Julieta Wei
Proofreader: YANG Xinrui
Editor: WANG Mengqi, LI Yijie
