For a fun twist on Taoism (Daoism), read The Tao of Pooh: it's a short read that explains how Winnie the Pooh is the perfect Taoist. We actually read it in the Student Book Club at West High, and the students loved it--it was an easy read for them and sparked a good discussion. The students had trouble with the idea of inaction; it was happy to see that students didn't like the idea of doing nothing. Apparently, they love inaction in the classroom! They are too into Taoism there.
Looking at the poem this morning, Wang Wei's "To the Assistant Prefect Chang", it reminded me very much of transcendentalism: the connection with nature, the simplicity, the anti-materialism. I think it would be neat to share this poem (or some others from The Anthology Of Chinese Literature) in connection with teaching Thoreau and Emerson. If nothing else, it would show students that these Transcendental leaders weren't really revolutionaries--their ideas were really old.
Another reading suggestion: I just finished Bruce Feiler's Learning to Bow: Inside the Heart of Japan. In this travel memoir, Feiler recounts his year of teaching English in Japan. Actually, he didn't have a class of his own; he was a language assistant to several Japanese instructors. If you've ever considered teaching in Japan for a year, this is the perfect read. At times, Feiler displays his awe at the sense of community, of oneness, in the Japanese culture; othertimes, he is critical of the lack of creativity allowed in Japanese schools. It is an honest look at the Japanese culture from the American perspective: he is able to enlighten the reader about customs so different from our own. For example, the Japanese's insistence on ritual: Feiler was criticized for not having the exact address on the envelope of a letter he was sending; his friends who received the letter felt he was being careless, even disrespectful. Another interesting custom that baffled Feiler: the students cleaned their own classroom; no janitors in Japanese schools. I liked this idea: if American students were asked to clean their learning environment, they might be more respectful of it; they might be less likely to leave their Cheetos wrappers or empty soda bottles. Just a thought. Anyway, it's a fun read, and will give you insight into your Japanese students.
I have just finished Helie Lee's Still Life With Rice. It is written by a Korean American woman: she is telling her grandmother's story; she tells the story from her grandmother's point of view. The grandmother was born into a traditional family in Korea; she was married through the help of a matchmaker, and initially, she lives in the role of the traditional Korean woman--serving her husband, and caring for his children. But the Japanese occupation during World War II, then the division of Korea that followed due to American and Russian intervention, turned her into someone new. Lee's grandmother constantly has to reinvent herself to survive, and to help her family survive: she starts an opium business, a restaurant, and eventually learns ch'iryo, a healing art. She becomes a Christian along the way, and eventually a Californian. She loses so much, and suffers many illnesses, yet she survives. The memoir (I guess it's a memoir; her grandmother told her the stories, then she transcribed them) is inspirational: if she can survive all that she's been through, my troubles seem pretty petty in comparison. Also, the memoir traces Korea's history in the 20th Century--from a unified Korea, to the Japanese occupation, to the split between the North and the South. I love when I can get a history lesson in the middle of an engaging read!
This is so sad: I am replying to my own post. Actually, I have something to add. Melanie and I attended a teacher's workshop at the Korean Cultural Center in Los Angeles this past Saturday. There were some great lectures, a free lunch and free lesson plans/materials: usable stuff! Why I mention it here is because Helie (pronounced Helly) Lee was one of the lecturers. She talked about how as a teenager, she wanted to fit in with her American friends so badly that she hid all that was Korean about herself--especially her parents and grandmother. It wasn't until later that she started talking to her grandmother, hearing her story. Still Life with Rice is a result of this story. But there is a second story in her that she talked about--when talking to her grandmother, she discovered that the grandmother had a long lost son, her first born son, that she lost contact with during The Korean war. She assumed that he was dead. Helie's second memoir, In the Absence of Sun, (yes, it's spelled sun--a double entendre?) traces the Lee family's search for this son and his eventually rescue from North Korea. Powerful stuff--I need to order it as soon as I get a moment. Also, my students just selected Still Life with Rice as next month's book club selection. I'll let you know how the students like it--I think it would make such a great literature circles book!
Here's what is truly sad. I just finished reading Pu Song Ling's Liao Liao Zhai Yi, translated four stories from Chinese to English, and wrote a paper about the structural differences.
AND I DID IT FOR MY OWN ENTERTAINMENT!
Is that not truly sad?
聯通 The Context:
The tenuous border between the so called real world and the also elusively recognized spirit world forms the narrative template for Lao Zhai Zhi Yi written by Pu Song-Ling. The link of the spirit to reality, whether it be in the practical form of belief (that takes its form in Taoist priests), or the more fantastic magical manifestation of reincarnative spirits (such as the fox spirit tales, or the magical creatures, or magical world tales) is the basis for all of the elaborated 'zhiguai' that populate the collection. The stories, some five-hundred in total, winnowed down to an essential few in the Mair translation, are separated into three distinct genres: biji (notes/journal entries), zhiguai (tales of the supernatural and/or phenomenal happenings), and zhuanqi (prose romances). 1
有一個道士在一個鄉下人家門口兒要東西吃
Once, a taoist priest went to the gate of a family in the country to ask for some alms, or food to eat.
This is my translation.
Yet I must reply to my own post to be "sadder than sad"!
Another great novel--this one reminds me of Still Life with Rice, or at least the author's motivation for writing it is similar to Helie's. For Helie, her grandmother never told her about her experiences in Korea until Helie started asking; For Stewart David Ikeda, his parents/grandparents refused to talk about their lives, even when he did ask. When he discovered the World War II Japanese internment camps in a college class, he was shocked: his parents never discussed it. So, he launched into research, eventually creating What The Scarecrow Said, a wonderful piece of historical fiction. It traces the experience of the Fujita family, starting with their immigration to the US from Japan at the turn of the last century, and ending up with the family trying to reconstruct their lives after the devastation of the internment during the war. I just love historical fiction: not only is there a compelling story, but there are these historical facts; a pleasurable history lesson. Ikeda includes an appendix with a map of the camps, the executive order for the Japanese to report to the camps, and even an apology letter from George Bush Sr. A great read. You might want to check Amazon for it; it would be difficult to find in the bookstore. I use it in my junior/senior elective, Multicultural Voices; it is so nice to have a selection that does not have Cliff Notes/Spark Notes that accompany it.
Why the great concern about Sparknotes?
Tracy,
I've enjoyed your many entries about East Asian Literature. I, too, read Still Life with Rice, when Hellie Lee's cousin, Jessica, was my 6th grade student. What a remarkable woman her grandmother was--constantly adapting to survive. For me, it was a crash-course in Korean 20th century history causing me to wonder how many of our students' parents and grandparents also experienced the Japanese occupation and the Korean War. Since then I've added a "Family History" project at the beginning of the year, where my students are to interview the oldest member of their familywhom they can reach -- to gain a sense of their family's history. Nuggets of history tumble out.
Ii've just finished reading the memoir, Wild Swans, Three Daughters of China, by Jung Chang, which traces Jung's grandmother's, mother's and her own life through the tumult of 20th century China. It's a compelling history. For students(probably high school and above) or teachers who want to know China's 20th century history, as revealed through individual lives, this book delivers. The ancient philosophies coursed through the century, with various leaders proclaiming a new way to rid the country of corruption, to bring about a decent life for all. By the time of the Cultural Revolution, Mao's Communist state sounded remarkably like Legalism. Neighbors spied on neighbors, allegiance to the state reigned supreme, harsh punishments fell on anyone who dared to oppose the ruling edicts. Jung shows how she and her communist parents tried to make sense of what ultimately became senseless; their Confucian ties to family and the basic human desire to protect their loved ones, ultimately prevailed. However, family loyalty couldn't be shown openly for a long time. She details the fear of sharing honest opinions about what was happening, even parents to children. The century was a remarkable time of struggle, vivdly portrayed in this book . [Edit by="ctchir on Nov 13, 1:47:51 PM"][/Edit]
Tracy,
Another compelling read about the Japanese occupation of Korea and the Korean War is The Year of Impossible Goodbyes. This is a book that middle school students can read to learn about that horrific time. Still Life With Rice seems more like high school reading; the sections on her drug running and her husband's infidelities seem too heavy for middle school students (and their parents).
This (Stewar David Ikeda's book) reminds me of a story Terry Kuwahara (Gary Kuwahara's wife) told me several years ago. Her parents and grandparents also kept their internment quiet, never revealing that chapter of their lives to their children. Terry recalled that at family gatherings, her parents would sometimes refer something happening at "camp" and she just assumed they were talking about a vacation camping trip. She, too, first learned of the Japanese internment in college (how sadly lacking high school textbooks can be!). Suspicion about her family's "camp" references grew, and she confronted them with what she had found. She was blown away to learn that they had been locked up with all the other Japanese, AND that they never told their children about it. It was shameful, to be forgotten. That was the beginning of Terry's research, which became her senior thesis. [Edit by="ctchir on Nov 13, 2:03:26 PM"][/Edit]
I teach a family history project too and, yes, it is amazing what comes about. The students get a whole new slant on family members and it's always a good feeling to have some student come back and say how amazed they were that their family member went through this or that. This kind of a lesson promotes family interaction -- very important. I've had some of these family members come into the classroom and talk to the students and it's wonderful the questions the students ask -- very in-depth. I have Jessica in my class this year and we have talked about Hellie. I would love to get her to come in!
I have a question for everyone. As a Drama teacher, I am looking for an Asian show to do next year. I have read a few but does anyone have a good idea? I've read "Rashomon" and that seems to be the frontrunner, but I've also read "Shogun Macbeth" and Japanese ghost stories. I remember a Korean folk tale about an honorable girl who throws herself out of a ship to save her father (?) but I can't remember the name.
Also, what is your take on Gilbert and Sullivan's "The Mikado?" Is that too non-PC these days? It was actually spoofing British society and using the Japanese as a vehicle, but I think it might ruffle some feathers. I read a couple of theatre standards that downright embarrassed me in their stereotypical treatment of Asians and I'm at a loss. Any ideas would be helpful. Thanks.
Students use Sparknotes in place of the original text; I would have no problem with Sparknotes if it was used as a support tool. However, it is used as an original text.