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Abstract

Interdisciplinary approaches to teaching China in Western academic contexts often reproduce Eurocentric frameworks that reduce Chinese philosophical and cultural traditions to subordinate objects of analysis. This article proposes an alternative model grounded in intercultural philosophy and the Filosofías del Sur, arguing that China should be approached not as a distant object of representation, but as an epistemic interlocutor capable of transforming philosophical education. The article develops this argument through the recovery of the República del Reino de la China, included in the 1595 edition of Repúblicas del Mundo, as a key example of early intercultural mediation from the European South. Although shaped by Christian categories and mediated Iberian sources, the text presents China as a coherent political, moral, and educational order. Its ambivalence makes it a valuable pedagogical archive for examining how China was interpreted, translated, admired, and partially misrecognized in sixteenth-century Europe.  By connecting this forgotten Iberian archive with Chinese philosophical concepts and intercultural pedagogy, the article shows how higher education can move beyond the East-West dichotomy and foster more dialogical, historically situated, and globally inclusive ways of teaching China.

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