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Anonymousalways interesting to talk about religion, and a great way to discuss differences between religion and ethics/morals. I particularly like east asian religions as great guidelines on how to live a life of meaning and interact with each other.
AnonymousThe various tales presented in this reading showed women's role in Buddhism. It shows the steps they took to make sure that they would be able to enter the Pure Land. I think it was interesting that women were included in these writings, as usually women during these time periods tend to not be portrayed within literature.
AnonymousI really enjoy many things about Japanese culture and traditions. Since I do not teach history, it is difficult to get into the topic of religion in my English classes. However, much of the literary symbolism and metaphors in the texts we read reference religion. In order to teach literary elements, I have students create visual representations. I really like the idea of religions emas that the Japanese created to symbolism different things such as peace, hope, prosperity, and good fortune. I would have my students create emas for the literature we read to help visualize concepts and literary elements.
AnonymousI was able to create a powerpoint based on this lecture. I truly enjoyed this lecture because the professor let us lead the conversations based on our questions and curiosities. I look forward to re-reading the information on Japanese religion.
AnonymousThis information regarding born a Shinto, marry in a Christian Church, and die a Buddhist is a great way to explain Japanese culture and history along with comparing and contrasting each of the religions with my students.
AnonymousMy students will especially enjoy the readings on the Religions of Asia. Students will, specifically, enjoy the photos. I would first have students think, pair, and share with students in their group what they noticed and thought was happening in each picture. After their discussion I would teach, reveal an explain what was really happening. I would have each student draw the picture and then write a summary depicting it's true meaning.
AnonymousI would like to use this content to teach citizenship and a "getting to know" lesson on what we value as a society and how it differs from other culture.
AnonymousThe list of resources presented by Ms. Meeks is also very informative. In addition to listing other valuable resources, I will also use as a tool as an example of how to write a works cited/bibliography page for a research paper. I will assign each group a different resource to research and report on.
AnonymousRather like pot-luck. Typically, new babies are taken to a Shinto shrine to announce the birth. Many people who are not Christian will have a Christian, 'Western' type of wedding. But then people usually have Buddhist priests perform a funeral, because Buddhist priests have been managing death since about the 8th century. Also, Taoist thoughts exist in Japan, but there has never been a Taoist institution. Most people in Japan do not currently identify with any particular religion, however culturally, they will buy protective talismans. Mu-Shukyo = without religion. Before organized government in Japan, their were clans who had their clan deity- kami, and the clans were called uji, so ujigami - clan god. The ruling clan came to be the Yamato clan, whose ujigami was Amaterasu, sun goddess. When one clan was overcome by another, the dominating clan would incorporate it's ujigami in order to get the other clan to submit. The keyhole tombs you still see today were built for the chieftains of the ruling clans. Lots and lots to talk about from this session, and this speaker (she was wonderful), but the thing that jumps out to me for my students is the vocabulary. What is kami? What is a sutra? I really did not know a lot of this until this lecture. It is also easy to find connections between my students' religions and Japanese religions. What do we do that is the same or different from the number of religions in Japan. They will love that Christmas is popular in Japan, but as more of a romantic holiday, like Valentine's Day.
AnonymousI thought it was rather interesting that those who are born Shinto, marry Christian, and die Buddhist hold ideologies that are very popular in Japan despite the actual lack of Christianity. Westernization has also caused Christian wedding styles to become increasingly popular even though it goes hand in hand with Shinto weddings. Despite the rising popularity Shinto and Buddhism are the main religions practiced. Shinto is on communication instead of the stages of life and the suffering that comes with it until nirvana is reached such as Buddhism.
edited by jmartinez on 6/23/2017
AnonymousMiddle School students often enjoy and have some idea of Greek and Roman mythology. After reading the handouts Religions of Asia and Classical Japan (Part I from Prof. Yamashita) I think that comparing the various Kami with the various Greco-Roman gods would be a great lesson that would engage the students. The key would be getting a list of the Japanese Kami and stories about them. Then let students do the labor of comparing and contrasting Greek gods with Japanese Kami.
One of the important differences, however, is that Greco-Roman religion was essentially dead by the 600s, while Shintoism still continues to exist. Yet both are essentially aboriginal religions, for lack of a better phrase, that integrated outside ideas and had a lot of focus on ritual and regional varieties. I would like to create a DBQ for older students that compares Greco-Roman Religion with Shintoism.
But I do worry about comparing a dead religion and a living religion. By doing this, in one sense you are suggesting that Japanese Shintoism, a religion that has continued to play a role in many people's lives, is the same as Paganism, a religion that died over a thousand years ago. I'm uncomfortable comparing a religion that affects peoples lives with one that we intellectually "play" with. I would be happier if the students were Shinto, so they are comparing something experienced as real with something unreal, rather than something unreal, that is framed in a secular, or unreal way.
AnonymousI noticed that in several posts there was language about reflecting on and challenging students beliefs. I understand the desire to challenge student beliefs, but it also makes me nervous to challenge religious ideas. First, I find that some of these questions are hard to discuss in class in an objective way. I try to stick with historical facts. Second, many students and teachers, including myself, are not strong enough in our understanding of religious ideas and/or practices.
As someone who teaches a variety of religions in class I always try to separate out 'Religious Studies' from 'Theology.' Religious Studies brackets questions about truth and focuses on questions about what people believe, do, etc. Theology, on the other hand, concerns itself with questions like "is this true?" and "is this the best practice?". In this manner I draw a line between student subjective reasoning and objective reasoning. So, for example, students could study the idea of "Born Shinto, Married Christian, Die Buddhist" and discuss the practices, beliefs, and values of Japanese; however, they could not make claims that such practices are wrong or right such as "Christianity doesn't allow Christians to be both Shinto and Christian".
It's not a perfect model or strategy, but I think it works well. Also, sometimes I just joke, "I'm not allowed to answer that question, due to CA Education Code 7.86754" and move on.
AnonymousThis was a great post. I live the idea of comparing Shinto and Buddhism. However, from the readings, I might also try to draw out Confucian and Shinto differences or Confucian and Buddhist differences.
For example:
AnonymousAgreed! I feel much more prepared to look at specific themes during this period of time thanks to the resources given. I also loved comparing traditions and rituals between then and now and throughout Eastern Asia. I think this is a great way to dig into popularity of religion and what it means to practice traditions or rituals rather than be religious.
AnonymousI wonder how much of that is religiously charged in either Japan or the United States?