Session 2 - March 24

[Bin He]

Question in Video 1 (5:00) What symbols of Chinese culture do we see in pop culture, and would students recognize them? 

When I watched Star Wars, I notice that the Force is kind of modeled after Qi（Chi气) Concept.

In the movie, the Force is omnipotent energy that surrounds all living beings, and it's a semi-sentient primordial Force of nature that exists throughout the whole space-time continuum, in every sub-atomic particle. It also governs reality, fate, etc. 

In traditional Chinese culture, Qi or Chi is believed to be a vital force forming part of any living entity. Qi translates as "air" and figuratively as "material energy", "life force", or "energy flow", and also is the central underlying principle in Chinese traditional medicine and Chinese martial arts. The ancient people believe Qi represents the vital energy of the body flowing along invisible energy channels. The balance of Qi is dependent upon the functional relationship between Yin and Yang. 

I think most of the students can not recognize it at first sight.

The image: https://taiji-forum.com/wp-content/uploads/2016/12/qi003.jpg

 

[Richard Cate]

We again came upon a historical figure that is not considered to be real but a composit figure in Lao Zi. He didn't really exist, no one could have done all that, the usual arguments for figures that can't be documented well. But, we do it for figures that are well documented also. William Shakespeare is a perfect example of that, he couldn't possibly have written those works, he had to be ghosting for a "important" man kile Bacon and so on. Homer could not have been one person who wrote the Epics of the Illiad and Odysssey.

We have a disturbing tendency to need to knock down genius. The Athenians, creators of democracy could not abide anyone who stood above the crowd, they tried to take down Pericles, they killed Socrates and Alcibiades. They made it clear that you had to be good but not too good.

Yu the Great, King Arthur and so many others are believed to be myths of a different age. No I do not think that Yu moved mountains and controlled the floods or any of the bigger than life things thay created as a myth ar=ound him but I do believe he was a leader of brains not brawn who used the power of trade to fund public works that created not an empire but a coalition that built dikes and irrigation channels to get some control of the flooding, that using mutual interest that made it more important to tradr than to conquer. And like other examples of a similar trade cooperative when one partner became too rich, tried to exert control it came apart. The Nok People in Africa are another example of this.

We judge everyone by impressions, by rigid thinking that everyone needs to fit into a specific roll.Thomas Edison was considered "Twitterpated" and kicked out of school because he was always searching for other ways to do things and wanted to know why things were the way they were, his 1093 patents would lead you to conclude that his teachers missed the call on that one. And Albert Einstein, considered slow and with a non-academic future did ok as well.

How does this all reflect on instructing my students? Well first off, Dont judge the book by its cover as we are all told. Look for each student's gifts and guide them through their gifts to understanding and a thirst to know more to go farther. Help them develop wings to soar.

Second, we should remember that all history is biased, that we have multiple sides to examine before we can understand the events of even the most simple event. Arturius the Romanized Briton "king" of Cornwall lived in the 400s. No knight in shining armor and not "King of All England" in any modern sense of the concept. But, that doesnt mean he didn't exist. We can trace the mythization (is that a word?) of his story through modern times as a story tht is used to tell the lessons of their time and to be altered to meet that need.

Should we question our "Heros?" The real man in all cases was flawed and as imperfect as any of us, but don't we need those myths and heros to give us a reason to hold on and strive to be better? To live up to the ideals they represent.

 

[Todd Rutley]

BCE Chinese philosophers lived to 66.5 years on average, median of 71 years (BCE sample Size = 17, Birth/death Source: Wikipedia, see below). Mencius lived the longest @ 83.  For all 49 Chinese philosopers listed, the average lifespan was 63.2 years

I assume that philosophers lived longer than the general population because they were typically more educated, elites, financially better off.  Living longer was also key to communicating their message and developing a following or school of thought. 

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[Richard Cate]

I was introduced to the Chinese Philosophy Debate way back when the China Institute was at UCLA. I have used it in my classes with much success but not in ways that you would expect. It is very hard to conduct the debate in a single class period, breaking the ice and getting everyone on topic takes a while.

I assign the groups (I use only Legalism, Confucianism and Taoism, because they are so different that each other, 7th graders don't deal with subtle differences well.) Have them do the research, back before COVID I had them then gather in groups and: 1. pick a spokesperson who would give a opening position speach. 2. develop the arguiments for the strength of their philosophy. Why it is "Best." 3. (Next day) examing the strengths and weaknesses of the other philosophies and make counter arguiments to their expected positions. finally, 4. the debate itself.

Some classes are real duds, but in most it is the super-students who thke the lead in the research but very often it is the students that never turn, in assignments, who just watch and listen who take the lead and argue the most passionatly. My favorite comment was from one of those "F" students who came up after class and said: "If this is the best way to teach, why do we waste all that time answering questions from the book?" I went on to design alternative lessons for her that allowed her to use her gifts of seeking truth and knowledge rather than random facts. I try to do that with the entire class but indemendant study was her desire and strength so We adapted. From then on she spoke up and asked some very penetrating questions that kept even me on my toes. When I ask them at the end of the debate what they got out of it the most common response is that it takes all three philosophies in balance to create a successful government.

I use and try the lessons that the trends of the day promote but I get the best results from Lecture and inquiry. I care less about them getting the facts right than that they can make an arguinemt and back it up somehow. I get about a 85% pass rate on my final exam, which is an essay. "Trace Western Civilization from The fall of Rome to modern times using one strand of information (Trade/economy, Sicence/Discovery etc.) Giving 10 linked chronological examples. An "A" paper should include an introduction, 10 or more paragraphs for your examples and a conclusion.

They do this in the 52 minute period and they do complete it. Then I also taught Oedipus to 6th graders to illustrate the way the Greeks say their relationship with their gods. (It was a less explicit version). We need to challenge our kids and expect high results. That becomes hard though when we give free grades in distance learning. Sigh.

[Jennifer Macchiarella]

I was intrigued by the description of Hangzhou. With few changes it could be a travel guide to any major city in the world, with its descriptions of restaurants, sports, theater, wine bars, boats, female company, etc.  The attention to detail was impressive - which restaurants were cheap, which type were better suited to entertaining, how to avoid being cheated at a wine bar, and how much female companionship will add to you bill.  I also thought about the word "exotic" when applied to food and plants, and how that term would mean something very different to someone from his time and place than a travel writer writing about New York in the 21st century.  I think my students would find it interesting how many aspects of cities haven't changed.  I noticed there was a mention of crowds, but not of traffic.  I assume most city dwellers traveled by foot, but I wondered if they had anything resembling traffic.

 

[Jennifer Macchiarella]

In reading the iron and salt debate, I kept waiting for the "learned men" to provide specific examples to support their arguments. I was especially surprised by the assertion that "the king who practices benevolent government has no enemies anywhere."  Has this ever worked?  It reminded me of the unfortunate optimism of Neville Chamberlain declaring "Peace for our time." They also declare agriculture to be superior to trade and industry, which also seems rather short-sighted.  When asked about iron production and agricultural tools they don't have an answer.  In 10th grade world history we often look at cultural attitudes towards different activities, and the role of government in maintaining or protecting an economy. I think the attitudes expressed in this article would contrast well with British support of industrialization in the 1700s.

 

[Jennifer Macchiarella]

The description of an ordinary household included details of the sale of a slave. The introduction said that slaves had lower legal standing.  What rights, if any, did slaves have at this time?  Were they considered property? were they considered human? Would a female slave be raped and would her children become slaves themselves?The contract says she will be their slave generation after generation, but does that refer to the family or to her lineage? or both?   Did one become a slave by being sold by a father or husband?  or by capture? Was it associated with any particular ethnic group? Does anyone have any good ideas for discussing slavery throughout history?  Our current world history curriculum is 1450.  

[Miguel Diaz]

The Yin and Yang symbol is probably one of the most recognized symbols from the far East in the US. Its widespread use and recognition, I believe, is due to Hollywood’s influence, and not to ancient Chinese philosophers. I do recognize that the use of this symbol may have first been introduced to United States by early Chinese immigrants. However, Hollywood’s ability to romanticize and give things “a cool factor” has been more influential than anything else in promoting the Yin and Yang.

I have seen the Ying and Yang symbol at restaurants all over California. I have seen people in Los Angeles walking around with tattoos of the Yin and Yang. And I have seen martial arts studios where the Ying and Yan is prominantly displayed.

As mentioned, I believe that the Yin and Yang symbol is popular because of Hollywood’s influence, but also because it represents something mysterious and distant. 

[Johnny Walker]

While the application of Legalism does seem to go hand-in-hand with notorious Machiavelian characters such as Gordon Gecko, abhorrent totalitarian censorship practices like burning books and purges, in addition to inviting persecution of dissidents and intolerance, I was also reminded of more enlightened concepts and ideas during the description of this philosophy. My students study Enlightenment philosophers and some of those fundamental concepts seem to apply to legalist teachings as well. 

 

Too often, the ideas of liberal democracy are attributed solely to the progenitors of Western Civilization and then extend to the 17th and 18th century European Enlightenment philosophes. I would love to extend these concepts to Chinese origins as well to reflect their universal appeal to human beings throughout space and time.

 

First, the concept of the rule of law, as articulated by Rousseau or the French Declaration of the Rights of Man and Citizen contains “all citizens being equal in the eyes of the law” relates to legalism. Where the idea of natural rights or freedoms does not seem to apply here, the purpose is also similar in some respects where the goal of the law is “forbid actions which are injurious to society”. 

 

Secondly, Italian jurist Cesare Beccaria, whose writings directly influence some of the greatest hits of the American Constitution with “innocent until proven guilty,” trial by jury, and admonitions on cruel and unusual punishment, nevertheless supports the legalist concept of certainty of justice. “Crimes are more effectually prevented by the certainty than the severity of punishment.” Therefore, rather than be punitive, punishments should promote deterrence where the fear of punishment encourages law-abiding behavior. I'm curious as to who is expected to create or interpret the law in legalist teachings.

 

[Johnny Walker]

Richard, your final exam is amazing! That is quite a feat for any student to accomplish no matter the grade level. To have such a longitudinal historical understanding along with that many supporting paragraphs that trace the evolution and continuities of such a specific strand is an incredible accomplishment for both teacher and students. I'm also in agreement with how debate or role playing or other novel activities that support inquiry and performance/presentation are extremely effective ways to differentiate content as well as scaffold for more traditional writing assignments used as a final unit assessment. 

During the year, I’ve done mock trials where students make decisions of justice from the perspective of the Catholic Reformation, the Committee of Public Safety during the Reign of Terror, or from the Soviet Politburo during Stalin’s regime. For example, students in small groups assume the position of radicals on the Committee of Public Safety during the French Revolution, then they look at the dossiers of Queen Marie Antoinette, Georges Danton, Marat, Lafayette and others to determine what punishments or rewards to give to the person in front of their judgement. (Usually, it ends in the guillotine. But, they need to give evidence and reasoning to support their punishments) Then, at the end, the different committees in the class compete with each other to see who made decisions that were closest to the historical record.

 

I've found it to be an effective strategy to support analysis that the role of ideology has in state or instituttional decision-making. It would be interesting to also have students make decisions of how to prosecute crimes based on these different philosophies as well. A daoist, confucian, legalist and mohist judge certainly would have differing perspectives on how to treat different defendents.

 

[Morgan Burt]

Video Lecture 1 Responses: 

Discussion Question 1: 

I have come across the symbols of Chinese thought previously. In my experience, I have mostly come across these symbols in pop culture or advertisements. Growing up, it seemed really popular to see the symbol of Yin and Yang on shirts, stickers, skateboards, or various other items. There is also a popular rap group that is loosely associated with the symbol or meaning behind the philosophy. I think that they have continued to survive because many of us search for purpose and meaning in life and this may be a philosophy or symbol that helps individuals find that meaning or purpose. I think that my students would definitely recognize the Yin and Yang symbol. It would be a great hook or introduction to a discussion.

 

 

[Johanna Alvarez]

Chinese symbols made their way to the U.S. This is probably due to the fact that Chinese thought started to reach worldwide. One of the popular symbols seen in the U.S. is the Yin and Yang. The Yin and Yang symbol became prominent in U.S. culture. Many companies were using it as part of their logo. It could have been brought in by immigrants. Growing up in the 90s, the Yin Yang symbol was very popular. I had a necklace that I would wear almost daily with the Yin and Yang symbol. I remember seeing this symbol plastered everywhere, from tattoos to posters. Back then, all I knew was that it was the difference between male and female. Now, I know that it is more of a balance and that within female there is male, and within male there is female. It’s great to learn about these symbols, but at the same time being respectful of them. Would I wear that necklace now? Most likely not. I respect symbols from other cultures. As a kid, I didn’t know better. It was everywhere and part of popular culture. I’m sure it is still around today.

 

In my 4th grade class, I can incorporate this into a Social Studies lesson. We can look at different symbols and see if students can identify any of them. I know most have probably seen the Yin Yang symbol. We can then research these symbols to find out how and where they originated.

[April Privitera]

When was the first time I saw the Yin and Yang?  I believe it was in the 1980's, So. Cal. surf culture used this symbol on surf boards and T-shirts.  The company Town and Country used it in the center of their designs.  I remember being curious about the symbol, and figuring out its' meaning, I do not remember how as we didn't have the internet back then.  I also see the Yin and Yang frequently on jewelry today.

I found the subject of the Chinese tea culture and tea ritual interesting.  The Chinese have been drinking tea since the 3rd Millennium BCE, it is an important part of their culture and I would love to be able the visit The Tea Museum (pictured/video #2).  The British began drinking tea recently in comparison (approx. 1660's), and afternoon tea became popular even more recently (mid. 1850's).  The Chinese teahouse has many social functions, business and pleasure.

I am also curious about Calligraphy and the red stamps that accompany the writing.

The story "Peach Blossom Spring," could be incorporated into my elementary ELA unit on folk and fairy tales.  The theme of keeping a secret, and then breaking a secret and facing consequences is similar to another story we have read from Japanese folklore called, "The Old Man and the Crane."

[Miguel Diaz]

Schools of thought do not develop in a vacuum. Instead, they slowly evolved over time, while collecting ideas from various people, places and time periods. The Three Teaching in ancient China, for example, contain discernible similarities. The Chinese idea of the family is subject to interpretation. The family can be defined as one’s immediate family, or as the nation as a whole. In western traditions, The Roman empire was heavily influenced by the Greek empire. Later, the renaissance brought back to light the books, such as On The Nature Of Things, which had been collecting dust in monasteries for centuries. 

[Cristina Prudencio]

When listening about schools of thought I keep thinking about how some of these ideas are present in my way of thinking and it makes me wonder how I absorbed some aspects of these schools of thought. This made me remember of a time when a student mentioned he wore and dressed the way he did because he chose to be this way. This led us to a conversation on advertisements and social media. So now, as I watch and learn more about these schools of thought, I am continuously pausing and analyzing my views and trying to see where I can fit them within these schools. As a parent, I’m also wondering what values are important and how I am influencing my own children. 

Legalism seems harsh and yet it unified. Some rulers might use this because the lesson states that people are bad, they fear pain, but they desire rewards, and can be manipulated. So in order to maintain power these ideas need to be in place. It’s a top to bottom power where you get rewarded for being a good citizen that does what is said to do and if not you get punished. This is all very interesting because people take parts and pieces from philosophies and can defend their thinking in different ways so the question to how we move society to an ideal one is challenging.

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