An Overview of Chines Food culture in Pakistan within the Framework of the CPEC Project

Abstract

In philosophy, the term “culture” refers to everything that is distinct from nature. Sociology, like ethology, defines culture more simply as “what is shared by a group of persons” and “what unifies them,” that is, what is learnt, transferred, created, and generated. Indeed, culture is what distinguishes people from each other and from their origins. It encompasses all facets of human existence and their modes of communication and interaction with each other. Food is a necessary component of people's life, not only a means of subsistence., Additionally, it is a significant component in how we evaluate and distinguish individuals, as well as how their culture is impacted. Different cultures have a wide variety of cuisines and ingredients, which results in a fusion of foods and culture. You are what you eat; it is unimportant how they consume it or prepare it as long as it reflects them and their culture. There is a significant connection between cuisine and culture; this includes their religion and traditions. The increasing number of Chinese individuals going to Pakistan to work on hundreds of CPEC projects and the increasing number of Pakistanis visiting China for different reasons have aided in the growth of Chinese food's appeal in the country. Numerous Pakistani cities, including Islamabad, Karachi, and Lahore, now have restaurants. Additionally, many Pakistani restaurants situated in cities involved in CPEC projects have included popular Chinese foods into their traditional Pakistani menus as a result of the presence of Chinese people in those areas. There is a growing understanding of the importance of food in modern society and culture, and hence a need to investigate it. Food is one of the most fascinating methods to have a better grasp of culture. Comprehension and retention increase when active or experiential learning approaches are applied. This article discusses the link between culture and food and claims, using theories of active or experiential learning, that teaching food as culture may help develop cultural awareness and intelligence. The data for this theoretical research were gathered from primary and secondary sources. The main sources included books, official databases of China and Pakistan, and memorandums of understanding between the two nations, while the secondary sources included research papers, newspapers, journals, and internet databases.