In these sections of reading, Japan transitioned from fashioning itself after China, and writings in Chinese, to beginning to write in their own language around the tenth century, in the kana syllabaries. Writing in Japanese allowed writing freely in narrative prose, which gave rise to the popular fiction, "The Tale of Genji." Women of the court wrote the historical/fiction pieces. Biographies of Fujiwara ministers, whose power came from marrying into the Imperial family.
I really enjoyed the descriptions and examples of Yugen, Sabe, and Aware in life, literature, art, theater, speech, etc; their similarities and differences. The transition of Sabi from meaning to be desolate, to grow old or rusty, to meaning taking pleasure in the old, faded, or lonely was interesting. The contradiction between the Sabi aspects of beauty and the spiritual idea of tea meaning to enjoy and be content with the simple things in life, compared with those that sought out expensive, Chinese tea things was enlightening; the Wabicha rejection of materialism....my alarm went off. I have to run.

Basically, all of the information in this set of reading could be shared with my students, depending upon the topic we are studying. Whether history, politics, warfare, poetry, theater, food, religion, etc. I often add a LOT of extraneous information into our learning, just based on what I have read and learned myself.

One of the most intriguing things I learned about was the diffusion of culture between the Spanish and Portugese and Japanese Samurai warriors. Particular in design of weaponry and helmet. I can see a classroom gallery-walk activity that could clearly illustrate the connections/diffusion of culture between these groups in Japan. It could be stepping-stone for a larger discussion on trade and cultural exchange.

From this week's reading "New Views of History" p. 243: "The major developments and happenings. The details about how individuals actually lived, thought, and felt had to be filled in by an author's (historian's?) imagination in a 'plausible' manner." It makes one reflects on the whole truth versus writers and readers filling in the details.

On the other hand, the history of traditional Japanese food and culture was very interesting and I can gather that students will enjoy it very much and a great gateway to the next topic at hand.

Jshen.... I think we all want to know why the Japanese uses Vinegar in the rice to make Sushi. I am just glad I have never tasted it when I've eaten sushi.

The Japanese courtesan hierarchy (emperor>shogun>lord>vassals>foot soldiers) gives us a glimpse of the social class system in ancient Japan. It is a reflection of traditional Asian cultures in other Asian countries. The hierarchy of common people - samurai >farmers>artisans>merchants>others - also bears similarities to other Asian countries like China. Merchants are condemned in both Japan and China for their pursue of money, and therefore they have lower social status. On the other hand, intellectuals are well respected and have much higher social status because they are considered master of minds. It would be very interesting for students to read Japanese and Chinese literature or history books and learn details about the social hierarchy in ancient Japan and China.
edited by Lin ZD on 6/15/2017

Some of you may have seen this film via Netflix or Amazon Prime (it doesn't seem to be currently available on either service, but it could come back, Netflix has the dvd). PBS has clips from the film, but also some discussion with California sushi masters. One great feature is an illustration of Jiro and his heir in the shop. You can click on various things to get explanations and details. Just to check up on you - how long does Jiro have his apprentices massage the octopus they serve?

http://www.pbs.org/independentlens/films/jiro-dreams-of-sushi/

The official movie site: http://www.magpictures.com/jirodreamsofsushi/

I like this clip from the film about the vendors Jiro relies on. The supply chain is critical:
https://www.facebook.com/jirodreamsofsushimovie/posts/1268388796505258


edited by Clay Dube on 5/10/2017

I thoroughly enjoyed Professor Yamashita's presentations. I am intrigued as to how he has the outline of the lecture, essential vocabulary, and then questions the students. I am trying to adjust my lessons for next year to incorporate some of his skills. The information about the castles and food will definitely be used in my classes next year - most middle school students (and their teachers) love those topics!
As I was reading the different parts of "Warrior Japan_2," I came across the paragraph from Professor Katsumata Shiszuo describing the reactions of people who are hypersensitive "to personal insult," have "potential for explosive anger," and an "instinct for violent conflict". I would argue that many of my students would, in reading the descriptions of behaviors, believe that he is talking about current events. I would take the descriptions and have my students do a quick write about who was being described, and then introduce the rest of the Professor's description and see their reactions. I think it would also be interesting to have my students do compare/contrasts with the articles described throughout this reading with the Magna Carta, the Bill of Rights signed by William and Mary, and the U.S. Bill of Rights. So many times we try to explain that history has a way of repeating, and students seldom get to see first hand that it is true.