Session 10 - 11/16 (afternoon)

[Cynthia Stults]

Angela, I do agree that the Japanese seem to have cornered the market on the ability to rebuild and transform. Seeing how many times Tokyo and other cities have been destroyed onscreen only adds to that mystique. I do wonder with the planned rebuilding of significant structures if that is partially designed to remind everyone of their importance and meaning. When structures have been around for extended periods of time, they can either be taken for granted, forgotten, or fall into disrepair. Everytime they rebuild these structures, the community is reminded of them and their importance, and they never get so bad that they aren't pleasant or unsalvageable. 

[Cynthia Stults]

While much of Professor Peck's presentation was extremely interesting (especially the changing demographic of the Japanese work force), the portion that I felt I could most benefit from were the etiquette rules that business negotiations must follow. This is a scenario where if you fail to do your homework and learn their etiquette, you can kiss any successful business dealings goodbye. In addition to knowing what to do and what not to do, if you do not understand the meanings behind particular behaviors, you are likely to misinterpret and possibly take offense when none was meant. As a teacher who has students from several different Asian countries, it is important to understand these cultural norms, as they can explain student behavior, help me know how to better help them, and what to expect when I meet with their parents for parent/teacher conferences. I am one who gets terrified of extended silence in conversations, but knowing that is how the Japanese conduct business, it lets me know that I need to let the silence be, and not feel the compulsion to fill it. I am incredibly hopeful that by learning these norms, as well as etiquette and norms of the other home countries of my students, I can make better connections with international students and their parents. 

[Matthew Hurwitz]

While our presenter was talking about translation and cultural differences that makes business meetings a minefield of miscommunication, I was thinking about how translation and different cultural understandings influence the way that we read translated texts in class. No matter how good the translator is, or how well they are able to capture the essence of a text or book, there is always something that gets lost in translation. I remember in college being asked to get a specific translation of Anna Karenina, balking at the price, and deciding to get the cheaper Barnes and Noble classic version that was $5.99 vs. $22.99 instead. I figured that it didn't really make a difference, since both books were the same story. And although that was largely true, when I compared the version I had to the one that many others in the class had, there were key words and phrases that were different. Not to say that one was right or wrong, but even small changes altered the way that I read whole chapters. Given all the issues that Professor Beck pointed out with business cards, seniority, and the variety of linguistic tools that are used to convey the word "no" without actually saying it, I was trying to think about the translated texts that I use in class, and whether I know anything about who translated them, how they were translated, and if there are other translations that might exist that are more accurate, or are better at conveying the tone of the original author. It might also be a good opportunity to have students think about this question, and look at sourcing not just in terms of how different authors tackle the same story, but how different translators present the same author. Potential essential question: "Is it possible to tell a story without bias?"

[Matthew Hurwitz]

I liked that Professor Peck focused on the different ways of saying "no", and it made me think about how we read texts, whether literary or informational, from other countries. How often do we misread certain things when we take them as literal rather than as a suggestion of something else? How often do we as teachers therefore reinforce incorrect readings of texts to our students based on our own cultural assumptions and understandings of what certain words mean and our own understanding of what authors are trying to say with their words. Literary analysis is already so difficult, and thinking about this added layer made me both really excited to learn more, and also made me really stressed thinking about all the different obstacles that ltierature teachers have to navigate when tackling certain texts

[Kurt Hansen]

Japanese business practices are different than American business practices. When I worked in Japan, a group of us tried to negotiate a raise based upon our job description. The negotiations were so confusing. Just when we thought we had a deal, we found out we didn’t. I enjoyed hearing, re-living and getting a greater insight into those negotiations through our lecture. We had pauses, shrugs and recesses to talk to superiors more times than I can count. We would set out our reasons and they would appear to understand, only to return the next day and start all over again. We succeeded because we were able to use a go between who really understood our position and was able to convince our bosses that the raise was the right thing. Too many people, too many misunderstandings, too many time outs. I wish I had had this lecture so I could have used this knowledge to make my life a little easier at the time. 

 

[Kurt Hansen]

 I wanted to talk about Zen, meditation and traditions. I’m always fast moving and I have difficulty slowing down. In Japan, they’ve turned slowing down into an art. I’ve been involved with tea ceremonies, Ikebana, and even meditation. These activities have meditation built into them. The tea ceremony is a series of steps to clear the mind and focus on the task. Ikebana is the activity of placing flowers in an arrangement. Even Bonzai is a mind freeing activity to make a small tree visually pleasing. One of my favorite things in Japan, which I wish I held onto, was the moments of Zen that clears the mind. My life here is hectic and I constantly feel like there's no time for the things I have to do, let alone time to meditate. In Japan, these calm times are worked into their culture, hobbies, design and architecture. I have a Bonsai tree at home, I think I need to take some time to trim my tree and clear my head.

 

[Richard Cate]

I consider myself to be a Zen-Catholic. Zen is a practice not a religion and can be incorporated into every aspect of our lives. We live in a society that rushes to do everything, we rush to be adults (except for the responsibility part, of course) we rush to work, eat in way too many cases even to make love. Everyone is stressed, angry and performing all theit tasks to a degree lower than we could be doing.We settle for the half-baked, the unsatisfying and the incompetent as being acceptable, and even convience ourselves that it good.

We look in "Big Pictures" but not in long term, we lack the serenity that allows us to focus, to compete, to create and to succeed. We short change our bosses, our spouses, our children and ourselves and our society all because we are in a rush. And it doesn't make us happy.

The Japanese have had time to relax our minds and spirits built into their system with the inclusion of Zen into their culture. The chance to empty ourselves of worldly things and center ourselves at our core of strength and energy, then expan our perceptions outward without thought or effort at control Just letting our body and mind do what it already knows what to do, and by doing so find peace and tranquility.

I do a lesson with my students after sharing personal stories about Zen experiences in my own life where they empty the desk of everything except one pen. I have them put it down and then not touch it. tell them when we start that they need so sit without moving, talking or thinking. Just focus on the pen, take long slow deep breaths, relax and focus on their hearing. I tell them that the first thing they will likely hear is their heart beating, stomach digesting, the blood rushing through theit ears. Tey are then to slowly reach out their hearing to identify what they hear, people outside, next door even as far as across campus, tdentify the cars, trucks, planes passing by.

I set a timer for 5 minutes and tell them if they are doing it right that it will pass like a moment and if they arent focused it will seel mike forever.Most all do a good job of it and don't realize the passage of time and everyone talks about what they could hear. I one time had a student at about 4 minutes cry out "I think I've reached Enlightenment!" The plus to this is you get one 5minute part ouf your school year of complete silence. (By the way I tell them it will help them on test scores, trusting their minds to find the right answer. I ask how many times do you put down the answer then outthink it chane it to a worong answer. As long as you listened, read and did the work the answer is there. let it come out.)

[Andrew Frank]

Cynthia, I love your emphasis on the importance of etiquette rules in business dealings in Asia and especially how you connect it to the importance of working as a teacher with parents of Asian origin. Parent-teacher conferences are already incredibly complex, in attempting to understand the unique behavioral norms with which each parent operates, and this can become even more fraught if cultural misunderstandings occur between the teacher & parent (i.e. if a teacher misunderstood the silence of Japanese parents). I believe this may be an incredibly smart way to frame the "relevance" of learning about Asia in the classroom: to aid students in truly succeeding in not only working with Asian business partners in the global marketplace, but in simply relating more to individuals of Asian descent in a world that is connected on an international level through social media & the internet. I think a fascinating lesson would be to split the class in two parts, then give each students slips with contrasting "cultural customs" and attempt to take part in some role-play business dealing. Having students witness first-hand how misunderstanding cultures can lead to failed "business" would be an extremely powerful lesson for a young person! By then following up this role-play activity with students researching Japanese communication styles would also make this an overall powerful experience to help students become more deeply engaged with understanding the necessity of learning about Asia from an Asian-centric (rather than Western) perspective.

[Sara Newman]

Hi Angela, 
I'm so glad you mentioned these two architectural styles! I know when I was younger I loved playing with sand zen gardens and zen buddah boards, and in some ways this was my first taste of Japanese architeture. I think that most people probably associate Japanese architecture most with paper walls and minimal furniture, so as you said, it interesteing that ornamental archiecture also plays such a big role. I can't think of any examples that I have of Japanese ornamental architecture outside of images of grand temples in Japan. I wonder if our students are familiar with either of these styles--either from buildings, items, or media. Do you cover architecture and art at all in your class? Is this something you might be able to bring into the history classroom as a visual aid?

[Sara Newman]

Hi Kurt, 

I'm so glad that you brought up the different ways that zen can manifest! I know that one of the teachers at my old school used to have a bonsai tree and practice mediation with his students after nutrition. At first they thought it was kind of weird, but over time they grew to really look forward to it. Are there ways that you think you can infuse your apprecation for zen into either your classroom decor or your classroom routines/practices? 

[Robert Docter]

Thanks for bringing this up, Matthew. Peck's brief analysis of Japanese business communication made me question a lot of the reading and movie-watching I've done - not only Japanese but other foreign arts. Whenever giving primary or secondary sources to my students, I find the obvious tier I, II, and III words when planning a reading scaffold. But the simple use and timing of phrases, along with the pauses and tensions that don't make it into words, adds a whole other dimension. 

[Dennis O'Connell]

I am by no means consider myself artistic or familiar with architecture.  I was drawn to this session, nonetheless, and the look at public and private spaces.  Our speaker (Vinayak Bharne) feels that architects should think of themselves, not just as artists putting a vaneer over societal problems, but as doctors and healers with an important job to do.  Western cities are often "museums" of architecture from the past alongside more modern architecture.  Japan, in contrast, is more like a theater.  The next "act" of the architectural play is on display as older structures are replaced by newer ones.  

Again, despite my lack of background in such subject material, I was facintated by the use of wood as a building material in Japan.  In addition to being a natural product, the builders chose to construct without the use of nails!  Japanese joinery and cantilevers have subsequently inspired and influenced other architects including some in the West. 

Zen gardens were given some attention.  They are places for sitting and meditation.  They seem simple, but may be complex in their design.  Their lack of water may be a result of drought conditions through Japanese history and the strong desire to still have garden spaces.  It would be interesting to take students to public and private spaces and allow them to get a "feel" for a place.  How do the buildings interact with nature.  How do people use the space available?  What places feel busy, and which places feel like good spots for thought and contemplation?  

[Cynthia Stults]

Andrew, that is a BRILLIANT idea and I am totally going to use this. This is engaging, experiential learning that will definitely present a challenge to students as they have to put away their own style of communication and negotiation. With younger students, I think that giving students contradictory customs is going to be extremely challenging for them and that isn't a bad thing! In fourth grade, we begin looking at early exploration of California and the Pacific Coast, and how these Europeans interacted with the native California Indians and populations native to the Yucatan Peninsula. Most students assume that we don't have the same communication issues now that they did back then (thanks to translation apps), but by presenting these business and communications customs (most of which have NOTHING to do with what words are spoken), students can discover the small behaviors that can contribute to extreme misunderstanding, and how those misunderstandings can lead to extreme conflicts, and even wars.

 

THANK YOU for a great idea!

[Katherine Oh]

Lizette, I also find it fascinating how there's a lack of angles because the Japanese culture favors lines more. I think about our own American style of architecture and I wonder if people who come to visit our country take into consideration what type of architecture we have and whether or not we are influenced by other countries. I also realized that I personally don't consider the purpose of some of our own architectural design or find alot of interest towards it. I look forward to traveling more because this class has taught me so much. I realized that learning about other countries is not just about food and experiences but their architecture, history, politics, and the economy. 

[Katherine Oh]

I find it so interesting that most of these posts are about Zen gardens. I think about the aspect of Zen and meditation and how it was a huge trend to bring meditation, deep breathing, and even yoga in the classroom to help students with anxiety, behavior, and even focus. It is not as big of a trend now but I still find the idea of having a calm corner or place of Zen in the classroom important for our students. There are constantly so many demands and expectations placed on our students so I was also interested in bringing mindfulness, meditation, and a better understanding of social emotional learning in the classroom. I think asking students what their needs are and what they think would help them would be important as well. Allowing students to see different types of Zen Gardens could be the start of our design process of making our own Zen space in the classroom. This seems like something my students would be very interested in and engaged in. 

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