Chinese Herb Tea - Relationship Between Chinese Herb Tea and Chinese Identity

Relationship Between Chinese Herb Tea and Chinese Identity

Needless to say, Chinese herb tea is described as wisdom crystal of China because of its multi-curative functions. It is also viewed as an intangible cultural heritage which is supposed to be preserved and promoted actively.In Chinese traditional culture, harmonious relationship between human being and nature is highly pursued. Integrating human being into nature (tianrenheyi) is deemed as the ultimate goal in traditional philosophy so human being is part of nature indeed. Such concept can be applied to understand how Chinese herb tea refers to Chinese identity.

All the ingredients of Chinese herb tea can be directly found from nature and used without purification or any complex chemical reactions so Chinese herb tea is symbolized as nature. Natural characteristic of Chinese herb tea implies that Chinese people is advocator of nature in the traditional belief. It is believed that they can merge with nature and thus utilize the powerful impact of nature for defense against disease and maintenance of health by intake of Chinese herb tea.This way of thinking demonstrates what Gabaccia (1998) call we are what we eat. Chinese herb tea not only represents Chinese understanding of medical science and nature but also reflects their collective identity which is aspiration for natural integration and oneness.

Besides, traditional Chinese herb tea shops are family-run business and have been passed down from generation to generation. This business model signifies the significant of family in Chinese philosophy. In this regards, family plays an essential role in preservation and accumulation of Chinese herb tea culture before modernization of Chinese herb tea. For these reasons, its contribution towards Chinese herb tea cannot be neglected.

Read more about this topic:  Chinese Herb Tea

Famous quotes containing the words relationship between, relationship, herb, tea and/or identity:

    The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.
    Laurent A. Daloz (20th century)

    Only men of moral and mental force, of a patriotic regard for the relationship of the two races, can be of real service as ministers in the South. Less theology and more of human brotherhood, less declamation and more common sense and love for truth, must be the qualifications of the new ministry that shall yet save the race from the evils of false teaching.
    Fannie Barrier Williams (1855–1944)

    Find out the peaceful hermitage,
    The hairy gown and mossy cell,
    Where I may sit and rightly spell
    Of every star that heaven doth show,
    And every herb that sips the dew;
    Till old experience do attain
    To something like prophetic strain.
    These pleasures Melancholy give,
    And I with thee will choose to live.
    John Milton (1608–1674)

    Not angels, but ghosts;
    curling like pink tea cups
    on any pillow, or kicking,
    showing their innocent bottoms, wailing
    for Lucifer.
    Anne Sexton (1928–1974)

    Personal change, growth, development, identity formation—these tasks that once were thought to belong to childhood and adolescence alone now are recognized as part of adult life as well. Gone is the belief that adulthood is, or ought to be, a time of internal peace and comfort, that growing pains belong only to the young; gone the belief that these are marker events—a job, a mate, a child—through which we will pass into a life of relative ease.
    Lillian Breslow Rubin (20th century)