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AnonymousSession 2- Chinese Philosophy
The session on Chinese Philosophy was very interesting to me and a subject that I would like to incorporate into my classes. My situation and background are very different from most of the people who are a part of this Seminar. I do not have a background in history and the knowledge and credentials that come with it. I am a Special Education Teacher and my experience is much different in a lot of ways. I teach 3 different classes along with completing a ton of paperwork and leading IEPs. I teach an English class 2 periods that supports students who read and write at around a 2nd to 5th grade level. I also teach a vocation class that introduces students to different types of employment and skills that are required. Finally, I teach a social learning class that supports students with social deficits. Even though I am teaching different classes than most of my peers, I am excited on how I can use this information with my students.
Chinese Philosophy was a great place to start because it is very interesting and can hold the attention of most people. When I came back from the session with the debate, I used the same lesson with my social learners. We went over the four philosophies and discussed how they were different, if it was something that they could identify with, etc. After that, we broke into groups and had at it! The students enjoyed getting to promote the philosophy that they were given. I found it interesting how these teenagers who struggle to accept different ideas could find something within the philosophy that they could identify with or at least understand how someone else may have accepted it. This is a difficult skill for this group of students and it took a lot of discussion about Chinese Philosophy before we began the debate. This was also a great way to promote public speaking skills and working in a group.
I am going to try this lesson with my English classes and look forward to see if it is something that I can do again.
AnonymousI loved the thought provoking context of the cartoons, but they way the art media draws in readers and learners through the visual as well as the text. When I gave my student the opportunity to study a second language one asked for Japanese, because he wanted to be able to enjoy the art through the original content.
I find that the lessons taught in these literature forms are adult enough to grasp an older audience, yet juvenile enough to provide lessons for younger audience.
I was originally drawn to the Waiting for a Rabbit, proverb or lesson, and it recalled upon me the proverb of teaching a man to fish vs feeding a man. But the satirical nature of the reverse of this Asian tale, shows the foolishness of people at times and I think its told so well.
edited by srogers on 6/14/2016
AnonymousSadly, I am in accord with you. As teachers we see it in our classrooms, and everywhere around us. Some people do not want to anything to earn what they want. They have this attitude of entitlement as if life owes them everything they need to live well effortlessly. I only hope that life will teach them better. Hopefully someday, they will realized that nothing will be handed out to them and they need to work for what they want.
edited by edelafuente on 6/20/2016
AnonymousHundred School Era
This week we prepared for our next class lesson by looking at the period when the most influential schools created an impact on the Chinese dynasty
Confucianism, Mohism, Daoism (Taoism) and Legalism, we briefly viewed the differences in the studies to prepare our engagement for the next week where we would be come our school of choice.
Confucianism- human- centered, change comes from within.
Mohist- universal love, discipline and cooperation, opposed Confucianism theory.
Daoism- presented in poem and parable, from popular religion, alchemy, troubles come from the pursuit of “civilization”.
Legalism- power, innovative solution; Confucian face on Legalist state.
edited by srogers on 6/15/2016
AnonymousThank you for the project idea. In this thread I had posted earlier and did not return to review more current post. You've inspired me to review prior post again to see what other ideas are posted.
Anonymous Jennifer, I am glad you found today’s lecture useful for your class. Teaching students through images and challenging them to make inference is such a powerful learning activity, your students are lucky to have a teacher that encourages so much higher order thinking. In regards to China and its philosophical influences, I seem to have the same question. Clearly Confucius has left a long lasting impact on Chinese thought, and I wonder how other philosophies reveal themselves in China today. I wonder if you can somehow create an activity in which students bridge the connection between philosophy and art. In looking at the Mogao caves, I could tell Buddhism had a significant role in the aesthetic present in the cave art, and I wonder if we can apply a similar analytical lens to other pieces of Chinese art.
edited by nramon on 6/23/2016
Anonymous Donna you ask a critical question and a dilemma I myself face. I often find that other more profound things create student motivation. For instance, designing topics of study that are relevant to students’ lives has been something that has been helpful to me. While legalism, and Daoism and all the other isms we have studied in our sessions might not be too obviously linked to our students’ lives, they certain do follow certain philosophies. For instance, I cannot tell you how many times my students have brought up the idea of “snitches get stitches”, although not as sophisticated as the schools of thought we have explored, there is that element of philosophy. One school of thought from Asia that I feel significantly diverges from our capitalist culture is Buddhism and the idea that desire causes suffering. This might be a fantastic philosophical spring board that might allow students explore how capitalism and our want for material goods at cheap prices cause suffering to others (such as east Asian factory workers).
edited by nramon on 6/23/2016
cgaoPlease post your reactions to the readings and lecture here.