Session 2 - June 23

[cgao]

Buddhism, Confucianism, and Daily Life of the Imperial Court

Lecture 1

 

 

Lecture 2

 

 

Required Assignments and Readings

• Listen to podcast episode on Bronze mirror
• "Todai-Ji," by Dr. Deanna MacDonald
• Court music (Gagaku)
• Seated Buddha
• Fudo Myoo
• Images of the Tales of Genji
• Haruo Shirane, Traiditional Japanese Literature (Columbia University Press, 2007), excerpt of the Tale of Genji by Murasaki Shikibu, 161-179.
• Theodore de Bary et al, eds., Sources of Japanese Tradition (Columbia University Press, 2001), "Women's Education," 398-412.
• "A Wisp of Smoke. Scent and Character in The Tale of Genji", by Aileen Gatten.

 

[Katharine Davis]

I enjoyed hearing Prof. Pitelka's perspectives on so many aspects of Japanese history and art that I am already familiar with. I think some of the Buddhist sculptures that come out of these eras of Japan's history (Asuka, Nara, Heian) are some of my favorites. Visiting temples like Todai-ji and another one of my favorites, Byoudo-in, evoke a feeling of awe in me that I just haven't experienced from any American artwork or architechture. (Though, admitedly, I haven't seen everything yet!)

I enjoyed hearing the background on courtly rituals like "insense-smelling contests" and kemari games. I thought kemari was a children's game! (Granted, most of my exposure to temari and kemari is thanks to anime and/or crafting.) I was surprised to learn that it was an actual competative sport, with even "star athletes"! Though, it didn't surprise me to hear that this also ran in the family -- much like kabuki acting or sake-brewing or other skills.

I found myself comparing these rituals and activities, as they grow more and more extravagant and leisurely, to the Rococo era in Europe. The activities that court members were participating and creating seemed to grow more and more decadent and liesurely, relishing in the moment. While the visual and musical styles are (not surprisingly) very different, it's interesting to see a comparison between these two regions in this way.

[Angela Granata]

What a wonderful presentation! I loved listening to Dr. Morgan Pitelka explain the historical aspects as well as the customs. I was intrigued with the Ruler & and Rule, Husband and Wife, Father and Son as well as ritual activities which allowed for stability and order. I loved the explanation of the Emperor performing of the annual Harvest Festival and how things tie in to the offerings to the gods.

I found myself comparing such rituals and cultures to my own and finding that the Japanese culture is very similar to my own in many ways (I am of Greek/Italiam culture).  I believe one can argue that most cultures are "related" in that we believe in preserving traditions and memories of our past fathers and mothers to build a better future.

Overall - Love this presentation!

 

[Thomas Pineda]

In the podcast, it was an interesting way to tie together that ritual of throwing coins into fountains with the discovery of this Japanese mirror. It’s fascinating that the practice of throwing objects of value away as offerings or ways to communicate to a spiritual world has been so universal and permeates to this day. It makes me think of finding other rituals, traditions or superstitions and finding their origins or relations to other cultures.

[Thomas Pineda]

Learning about the importance of incense in imperial court was a revelation. I didn’t realize the multitude of purposes it served as well as the complexity that when into its ingredients, recipes and use. I appreciate a nice smelling soap as much as the next person, but I feel better prepared now for picking out the right scent for the bathroom to change with each season. Like the vodka tasting reference from the lecture, the smelling contests also reminded me of coffee cuppings. Actually, from a math teacher perspective, I appreciated the deep dive about the recipes from the “A Wisp of Smoke” article and the explanations of the different units of measurements. I think I could make some sort of proportions & fractions activity based on these historical incense recipes.

[Miguel Diaz]

Professor Pitelka pointed out in his lecture (video 1), that early in its history, Japanese rulers applied technologies of ritual and material culture to create stable social hierarchies and stable governance. Buddhists’ temples, for example, were used to establish and secure both secular and nonsecular power. Confucianism was used for statecraft and governance as part of a larger package of continental influences that entered Japan.

Early Christianity in Europe also used a similar monopoly on ritual and material culture to dominate large parts of Europe, especially during the Middle Ages. However, the history of the West during the Middle Ages, and after, does not resemble that of Japan.

I wonder if this has something to do with the fact that the West does not have the equivalent of Fudo Myoo – the killer of ignorance. Maybe the West does have such a figure. I just don’t know about him/her.

[Paul Bracho]

In the course of teaching World and US I have always found the eurocentric view of American textbooks frustrating. Having taught the Enlightenment (1700s) and its center in France highlighting the various schools of thought in order to showcase the revolutionary views on how governments should behave/or in which citizens should establish mainly from from the point of view of American colonial thought. So while Locke and Hobbes are two thinkers who's thoughts on natural rights (Locke) and those of the social contract and the necessity of an absolute ruler (Hobbes) are elevated, the ideas of Confucius (both the social and political teachings similar to Locke) and Legalism (men are inherently evil, much like Hobbes) are viewed as secondary even though Confucius and Legalism are millenia before! 

[Claudia Ortega]

This was another week filled with fascinating information about Japanese HIstory.  I loved comparing what I already teach about Buddhism and Confuscianism to my 6th graders when teaching about Ancient China to what Professor Pitelka discussed in the lectures.  The broze mirrors as offerings seem similar to the gold and silver offerings made by the Mayans into centotes (natural sink holes) found all over the peninsula of Yucatan. Mayans also used incense and a purification process as part of their religous riturals.  It is amazing to note the many similarities that exist among Ancient Civilizations that existed so far apart from each other.  

On a personal note, this course has taken me on a personal quest to learn more about my own Japanese heritage.  My greatgrandfather left his hometown at the early age of 14 never to return.  He left with his 17 year old brother who we know nothing about.  He left behind a younger sister, parents, family and never shared much with his children or descendents.  I found myself spending much of Monday researching based on the little information that I have, but I want to know more.  Family ties seem to be so deeply rooted in Japanese culture that from an early age, I've always had an interest in knowing more about his history and the family that he left behind.  

The Confucianism belief system is of particular interest to me.  Its teachings in morality, respect, citizenship, and balance are just a few of the things that I enjoy learnign about.   The five relationships just make sence, I especially love the adoration and reverance they pay to their elders and ancestors.  I was fortunate to know five of my great-grandparents and their memory is so important.  Confucius might just be the most influential teacher in human history and the world could be a much better place if we all learned from his teachings.  

[Paul Bracho]

Loved the podcast! So fascinating to think of the importance of studying artifacts such as the mirror. Something that today seems so trivial like tossing a coin into a fountain but in this case was a powerful offering crossing time and space. To me, the mirror is symbolic to the role of Japanese foreign policy. Rather than looking out, the government/society was looking in but also keeping others out. Going over its details, both its beauty and flaws, it flourished by magnifying human nature and creating its uniquely culture amongst its neighbors. It also made me think of fun "time capsule" activities in school and what would be left to say about not just my time but what could be left to say about me. 

[Paul Bracho]

I enjoyed the readings provided but find myself wondering about the role of women from the texts. I want to ask that if once the country opened up to western nations (like the US) in the 1850s, did the role of women writeres diminish/recede once the outside views began to permeate into the country and the oppressive gender roles (much like the Cult of Domesticity of the late 1800s in America) seep in?

[Lou Kindschi]

I am fascinated by the use of water in many rituals.  In this week's lectures and readings water played significant roles in purification (at temples), as animistic representation (pool at the base of a significant mountain and location for burying mirrors), as aesthetic settings (in the Meandering Stream Banquet) and in incense production (burying the incense in water). I am curious whether there were practical reasons for putting the incense in water or if this process was symbolic or religious.  I look forward to learning more about water and rituals.

[Katharine Davis]

I also found all the information about incense fascinating! I have always loved the scents that I discover on my visits to Japan, especially the aromas of incense at temples (and sometimes shrines). I had no idea about these competitions and that nobles often created their own "signature mixtures." The reading "A Wisp of Smoke" was also so interesting; to think that so much could be conveyed about characters in "Genji" through the description of the scents. I have not (yet!) read "Genji," but reading this article made me feel I am still wholly unprepared for appreciating this literary work.

[Lou Kindschi]

The use of incense in shrines and temples was expected, but I did not know that creating scents or playing identification games with incense was part of the social experience of Court life.  I have shared some scents, such as Frankincense with my students, but I think bringing in more samples of scent and incense would be great for students.  My students loved studying, smelling and drinking cherry blossoms from Japan.  In the Middle East (Qatar and Oman, specifically) I have seen wooden boxes used for hanging clothes and then capturing incense smoke to scent the clothing.  Were these types of boxes used for clothes in Japan as well?  The notion that smell captures the essence of a person or even reflects aspects of the soul was important in Central Asia.  When a loved one left he/she would leave a piece of clothing with their scent as a sign of love.  In regard to scents reflecting the seasons I am curious about the kinds of incense used in temples/shrines.  Do visitors pick particular scents associated with seasons as symbol for prayer or supplication to the gods today?

[Shuang Yang]

As a Chinese language teacher and a student of Japanese language and culture, I love both languages and cultures. It has always been fascinating to me to find links between them. When Professor Pitelka talked about “Chinese learning” package including Confucianism, characters (written language), ritual etc., I am interested in learning more about it. I can see a lot of similarities in the art, ritual and daily life of the imperial court. I think the way architecture, ritual and tradition preserved in Japan is amazing. I visited Japan a few years ago, Nara is one of my favorite places. It kind of makes me feel like traveling back to Tang Dynasty. “Todai-Ji” is very impressive, the temples, deer walking around, so peaceful that almost like frozen in time.

[Thomas Pineda]

Hi Claudia, I also work with 6th grade core classes but with Math & Science, so I’m somewhat familiar with the topics covered in 6th Ancient History. I like the connection you’ve made to Mayan cultures and some of the topics discussed in this lecture as a way to bridge the gap and perhaps include Japanese history into that mix. If you happen to make any other connections to ancient civilizations, please keep posting them! I’d like to find more ways to incorporate this material in interesting ways for 6th graders.

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