Dr. Ye's seminar was very insightful on many levels. First, in trying to make a connection between the archeological findings that have been made in Sichuan, and how they coincidentally align with civilizations of the Maya, Babylonians and Egyptian Pharos. I found it interesting how he just placed introduced this factoid before going deep into his lecture. I also enjoyed how he used the arts to talk about history throughout China and how that might shed light into how people lived in the past. The extensive contact that Tang Dynasty had with the world is still something that I am beginning to appreciate especially after he mentioned how Qing Emperor Kangxi commissioned a collection of poems from Tang times, which contains 49,000 poems. When he pointed out how these poems could be broken down into four sections, and that to the trained person simply reading a poem would tell the reader during what period it was written was fascinating, taking into account the changing cultural norms of the time and the continual merging of Confucianism, Buddhism and Taoism into everyday life.

What I found to be the most valuable was the use of how language was used in the past or at least its intended method of using it while reading say a piece of poetry. His observation and comment on encouraging people to read traditional poetry not in the standard Mandarin form but in the local dialect was key to his overall message. One can gather that just like Spanish in Spain and Spanish in the Americas is fluid and have been influenced by different regional languages and neighboring dialects so too have the languages in China. It gives you a greater appreciation of language but also gives you a clear distinction that when you think of "China" or "Zhongguo" you cannot think of it as a place with one type of weather, one type of diet, one time of life and one type of standardized language.

This is a type of discussion that at times I have with students, especially regarding the reading of primary source texts from the 1700s, when the language in the US was a bit different than what it is now. So, how to integrate this message into the classroom? Well, when teaching about China we must be conscious to point out how diverse the country is and the different dialects that exist even within the larger ethnic groups, and maybe compare that with regional differences between New York, Texas and California English. Simple little things, like superimposing a map of the US with a map of China, and looking at the different weather patterns in the US and China can make learning a bit more enlightening to the students. Making them think of even the different types of deserts that we have here in LA County and the diversity of that can give students a better chance to have a more nuanced view of Chinese history.

Finally, what the Qing Emperor thought was the solution to ruling their newly acquired empire made sense to out Chinese the Chinese. I get the impression that by this time they might have been so familiar with their neighbor and had had so much contact with each other that adopting some administrative practices and even language was easier for them. Maybe the Qing was more open than the Mongols in this respect. However, it brings up a question that seems to linger. If kingdoms in Korea existed during this time, and they had incorporated some Confucian ideologies as well as Buddhist beliefs how different were their neighbors to the north? What about Japan during those times, how was their process of acculturation?

The Silk Road was an ancient network of trade route that were for centuries central to cultural interaction originally through regions of Eurasia connecting the East and West and stretching from the Korean Peninsula and Japan to the Mediterranean Sea.

The ancient Silk Road contributed greatly to the cultural exchange between China and the West. From the second century BC to the fifteenth century AD, splendid civilizations among China, India, Greece, Persia and Rome were exchanged along this famous trade route, making the route a great "Cultural Bridge" between Asia and Europe.

“Is the silk Road an example of globalization? ” will be a good topic that I can teach in my class. Students will analyze exchanges along the Silk Road. Also, students will argue and defend opinions on whether or not the Silk Road is an example of globalization and whether it is properly named.

Sources: Wiki/ Travel china guide

I thoroughly enjoyed reading the poetry from these readings. I look forward to Monday’s night lecture with Professor Ye, as Mr. Dube has mentioned that in Mondays lecture Professor Ye will be talking about poetry, art, textiles, and various other art forms. I like and enjoy the art that is why I am looking forward to the session.

In the poetry I read it sounds as if the writer is so knowledge about ball aspects of life. The author describes how he may feel or feels. He writes so well that one can feel his emotions, his pain, his insights, his fear, his pleasure/s.  That is a sign of a good writer. The author also writes of nature and it creatures that live within. The different animals and also how they might feel.  I could tech my students about poetry and how to write it, but first I must learn how to do it myself.

In the reading titled,”Buddhism, Aristocracy and Alien Rulers: The Age of Division 220-589, while this article was interesting and it laid out the information about how Buddhism came about and how the many people decided to try it and adhered to it. In the article where it talked about how all the land was owned by the state according to The Wei System.  There was one statement in this section of the article that struck me. The statement is and holds so much truth to it and relies on fairness, and   that is/was, *“That no land lies  neglected, that no people wander off, that powerful families shall not monopolize the fertile fields, and that humble people would also get their share of the land”. I totally agree with this statement, as it just goes to show that all people should be treated fairly, and without any bigotry of any form. We are all equal, but granted that in those times, life was different, because back then they had their rulers and emperors and if the commoners did not listen and obey them, there would be severs punishments. Of course nowadays the same rules apply, if we don’t listen and obey the rules, but now, people are sent to jail, where they still get to be fed, and sleep in bunks, (Maybe  not the best rest), but at least they are not out in the cold. Back then the punishments were severe, like execution/death, or the taking of one’s’ family and made to become slaves.

I could use this reading to tech my students, the ideals of how to be fair and just. Not to take advantage of others. Not be a bully, and overall how to be a good person.

*The Cambridge Illustrated History of China

I thoroughly enjoyed Professor Ye's lecture on the three stages of Chinese history. I learned about the three stages , but I also learned how written poetry was an important part of China's cultural development in Chinese literature.  I especially enjoyed learning about the practice of chanting.  I learned that chanting is oral poetry organized rhythmically by both the internal rhythms of language and the external rhythyms of music.  In addition, Professor Ye explained how the Chinese language has four different tones.  My favorite part of the lecture was listening to Professor Ye chant poetry.  It was evident through his lecture and his chanting that he had a passion for Chinese literature and poetry. 

As Professor Ye describes, “Life is Miserable. Life is Miserable because of Desire. Put an End to Misery by Destroying Desire.” This simply put if the foundation to one of the first religions he mentioned, Buddhism. He went onto describe the 8 Fold Path to seek Nirvana, as well as some of the denominations that began to form in Buddhism through Mahayana (Mission) and Hinayama (Self-Cultivation). The most interesting part I found in this was when Professor Ye describe how increasingly commercialized Buddhism became and how incredibly commercialized it is today - to the extent that you even need to pay to go to temple. There are definitely facets of this in other religions, but Professor Ye went on to compare that you can freely walk into churches around here and that’s not the case with Buddhist temples in China. It almost reminds me of the Vatican, which requires payment to see parts of the area including the Vatican Gardens and Sistine Chapel. Where there is desire, there is opportunity for profit. But in a religion that is meant to destroy desire, this certainly becomes a paradox.

Reading the writings of Wang Wei was in a way like a hike through the woods. His writings are imbued with many images of nature; heron, ducks, egrets, trees, and mountains. As I read his pieces I couldn't help but think that a comparison between him and Henry David Thoreau might be good. Comparing the life of a poet/writer living in the woods. Though I was quite impressed with Wang Wei's ability to convey in nature a sense of merging with the natural world as opposed to the civilized world which is deemed "natural" or normal. You get the feeling that you are there by the descriptions where mountains are humid, leaves are wet or one can sense the solitude when a gate is opened which pushes aside the moss that has grown on the ground. A particular piece that stood out was The Cove of the Wall of Meng where he says that his home is among the old trees and how he differentiates his existence and life and that of the future poet or person seeking solitude. He states, 

My new house

     is at the beginning of the wall of Meng,

Among old trees

      and remains of decaying willows.

The other, after me, 

         who will be?

Vain his grief

    for this which is mine.

Incorporating this into a lesson could be tricky, but is a great opportunity for students to take a glimpse in to life outside of the urban centers and villages. One can use passages of Wang Wei and have students compare them to accounts of life in Chang'an. How did scholars in the cities live as opposed to those holed up in the mountains? A question that could be asked to students is how easy is it to move to the mountains and live there for several years? How is able to do that nowadays? Were people like Wang Wei vagrants that simply decided to seek solitude or were they well off?

Professor Yang Ye's Lecture was quite enjoyable and piqued my curiosity on topics such as the archeological connection between ancient civilizations from Persia and The Americas that weren't actually in touch with each other. I also like his deeper explanation on the silk road and the immense trade integration it generated. I can see myself using set texts about the silk road the modern global trade routes for my students to analyze and compare-contrast. I think my students would be quite interested in learning about global trade and their origins. The literary part of the lecture was quite enjoyable and showed Professor Ye's love and devotion to poetry. It was quite refreshing hearing new rhythmic, melody and musical patterns. It was quite interesting and refreshing. This is something that already piqued my curiosity in the readings. Espcifically the Four Poems on Wine, as wine was something I wasn't associating to Chinese culture at all. Those poems were very interesting to read and portray a great use of imagery (mooon, flowers, sky, shadows, fountain, mirrors, Yellow River, etc...)