early japan

[Anonymous]

I would introduce these poems to my students with the following questions:
1) Describe the use of metaphors in the second passage.
2) Why was the use of personification important to the context of these stories?
3) How does the writer of the passages reflect human emotions?

[Anonymous]

Early Japanese culture borrowed from China and Korea. It is indicative of developing cultures to borrow from a dominant regional culture, its neighbors or from whom it admires. Since its early development, Japan has grown to become a distinct homogeneous culture. This type of rhetoric gave Japanese people a sense of invincibility up to the 1900s. However, in the past two decades, its declining birth rate has placed Japanese society in a conundrum: its senior population out number young people.

[Anonymous]

It was a visually stunning presentation of various rituals within the Japanese culture. It will be an invaluable tool when teaching about Japan in addition to more modern visuals such as Anime and Manga.

[Anonymous]

I love these types of presentations since it allows me to speak extemporaneously about each slide/picture, as they take notes. Scientists say that when three senses are engaged, our brains retain more information as learning becomes active.

[Anonymous]

I love these texts that introduce us to secretive worlds such as that of the Heian court. Royals always hold a fascination for us. Even in today's society, where many European royals hold a ceremonial role, other Europeans and Americans wonder with envy about life behind the palace walls. Our fascination with royals is amplified when it comes to Asian culture. Liza Dalby's book about the Tale of Murasaki gives us a "peek" into court life. In doing so, students will try to find some type of commonality between their lives and that of the courtiers.

[Anonymous]

Shinto (The Way of the Gods) would provide students with an engaging opportunity to learn about the indigenous faith of the Japanese. I can anticipate that more than a few students would find parallels between Shinto and Native American beliefs. Particularly, when ancestors die and become kami. At the same time, some students will be able to draw contrasts to monotheists religions' right and wrong. Shinto is about optimism and only negative spirits can deviate this optimism. Students can also research the history of Shinto and how it was able to coexist with Buddhism since the 6th century. Very engaging lecture and presentation.

[clay dube]

The attached readings are from Sources of Japanese Tradition, a great collection of philosophical, historical, and government documents.

For the first section - Japan in the Chinese dynastic histories - questions include, what were the key aspects of Japanese society noted by Chinese writers (based on reports submitted to Chinese rulers)? What would Chinese be most likely to pay attention to? What might they miss?

The second section consists of Japanese stories about themselves. The Japanese authors, the editors note, were influenced by Chinese examples. What are the central points the Japanese wanted to make in these descriptions of their origins?

The third section looks at Shinto 神道, one of Japan's indigenous faiths. Here, please read the introduction carefully as it describes Shinto shrines and practices still seen today. Note, too, the story of the Sun Goddess. The imperial family was said to have descended from the Sun Goddess, though today, the Japanese constitution says this about the emperor:

Article 1. The Emperor shall be the symbol of the State and of the unity of the people, deriving his position from the will of the people with whom resides sovereign power.
Article 2. The Imperial Throne shall be dynastic and succeeded to in accordance with the Imperial House law passed by the Diet.
Article 3. The advice and approval of the Cabinet shall be required for all acts of the Emperor in matters of state, and the Cabinet shall be responsible therefor.
Article 4. The Emperor shall perform only such acts in matters of state as are provided for in this Constitution and he shall not have powers related to government
(2) The Emperor may delegate the performance of his acts in matters of state as may be provided by law.

The fourth section discusses Prince Shotoku and the 17 Article Constitution. What principles are evident in this constitution? What problems does it anticipate and what solutions does it offer?

Please read one or more of these sections and respond to these questions or bring up questions or observations of your own.
edited by Clay Dube on 5/15/2015

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