Session 2 - March 24

[Karina Alonso]

After learning about the four Schools of Thought I am interested in learning more. What struck out to be the most was the fact that these four schools can indeed work together. In Confucianism, they belive in working hard in order to learn new things. I belive this still influences our world today with people wanting to acquire higher learning in order to become more knowledgable. The two branches of Confucianism seem to focus on becoming a better person, despite if that human was born "good" or "bad". 
 

[Jennifer Macchiarella]

As I think about your student and his manner of dress, I think a good class discussion would be about the underlying assumptions of what we expect a government to do, and what we assume the roles of citizens are.   I teach world history so this could be a basis of comparison for different nations. We already discuss different types of government and economic systemts, but we don't spend a lot of time on why people support those systems.  We touch on this concept when we study post WWI Germany and how many people wanted a strong, authoritarian leader. The idea what people wouldn't always and instantly prefer democracy is difficult for my students to grasp. The activity we willl do in class may serve as a model for considering different modes of thought behind styles of government.  

[Ryan Carothers]

I've shared clips from the Confucious movie (it has English subscripts) with my students in the past. This made the lesson more relevant for my students, and made them much more interested in this time period. Nevertheless, one must use this movie very carefully. It is important to note that it is not accurate in every way, and that it is somewhat hagiographical (going on to explain what this means). Then, to have the students share how the movie romanticizes this man in some ways. Professor Dube mentioned two other movies covering this period in history. I've forgotten what they are called, but would love to have their titles posted somewhere. Fill-in-the-blank movie guides, and some handouts that help students separate fact from fiction in them would be very useful. I think this would also build critical-thinking/media skills. I enjoyed the unit Professor Dube made very much, and role-playing the different schools of thought is one of the best activities one could do. I'm thinking about how to make worksheets that bridge the divide betweeen some other civilizations that existed at this time, allowing for comparisons and contrasts. This would be a very useful activity for AP History. There are some simiaraties between the schools of thought that we reviewed in today's lesson. Is there is a reputable book on beliefs from before the first dynasty? This would provide a foundation to help me see how the subsequent philosophies developed. The Axial Age is fascinating, and might show human beliefs evolve based on a certain level of material culture. This is somwhat akin to Maslow's Heirarchy of Needs. 

[Taylor Bub]

As a confucianist, 

I believe that my father is naturally good as all people are.  Even if he broke the law, I have a loyalty and responsibility to care for my father.  With that being said I cannot do anything but keep his secret.  I know that people are teacheable and they all have the ability to grow and learn, and I know that my father will be able to grow and learn in the future.

[Bin He]

Because my father committed a very serious crime, I will not shield him. Because he committed a serious crime, his neighbors and relatives have to be punished along with him. But because I am a soldier, I wonder if I can use my military merits to help him reduce his sentence.

[Johnny Walker]

Your father broke the law. It’s an important law. A serious law. You know he broke it. What should you do?
 

As a legalist, my father must be held accountable for his actions. It is also up to me, his son, who lives in this great society, to report him to the authorities. He is a criminal, and must be held to the same standards as all of us. Because the law is just, the punishment is just. If he is unable to find the courage to turn himself in, I would be obligated to do so. If I do not turn him in, then I would be breaking the law, and I am a law-abiding citizen. Goodbye Father. I hope the axe doesn’t sting too much when it passes through your neck.

 

[Jennifer Macchiarella]

According to Analects 16, a person serving his father may gently remonstrate him, but if that doesn't work, he should "resume his attitude of deference."  The Confucianist should try to correct his father's behavior, but if it doesn't work, give up. He should, however, continue to act correctly himself so as to serve as an example, "As a model to the world."  

 

[Martha Pao]

This was quite an interesting and challenging session.  I always was under the impression that China and Confucianism went hand in hand. However, after what I have learned this week, it seems that in China several different schools of thought coexist.  The Confucian ideal is definitely present, especially at the level of family life.  But elements of Legalism, Daoism and Mohism appear to be very prominent in the political system of the Chinese government.

[Anastasia Brown]

This was great!! I teach the 3 schools of thought Legalist, Confucianism and Daoism. I have never taught about Mohists. Which I am excited to incorporate now into my classes. Showing the students that not only these schools of thought have some of the same beliefs, as well as some teachings that are found now in western thought. I want my students to learn more about them and to realize that in some aspect they are still important today in China. But not only China, but their influences throughout the world. The comparisons between Dao and Buddhism my students have remarked on that. I want to know more about the Mohists, I had never heard of them until this class. The unit plan I will be trying with my classes next year. I like the idea of the of the discussion that you had set up for this class, Have the students match different types of governments in the 20th & 21 centuries to each of these schools of thought with the examples they give that support their answers. Especially, how man is scene by the different schools. We can easily categorize the different types of man and debate as to why they see man this way. 

[Tara Corral]

I feel like the only symbol I recognize or can think of at this moment is the Yin and Yang Symbol. Some of my students know this symbol and will use it in their artwork but I do get about half of my students asking what it was that I drew. 

I think part of the reason symbols like the Yin and Yang have persisted for so long could be because of its simple and effective understanding as well as it adoption into our pop culture very easily. 

[Tara Corral]

I feel like the only symbol I recognize or can think of at this moment is the Yin and Yang Symbol. Some of my students know this symbol and will use it in their artwork but I do get about half of my students asking what it was that I drew. 

I think part of the reason symbols like the Yin and Yang have persisted for so long could be because of its simple and effective understanding as well as it adoption into our pop culture very easily. 

[Tara Corral]

I imagine that nothing can really develop within a vacuum if there is no acting force to cause change. I think many of the things that come about from our life are only capable from the exterior influences that we experience as humans. In relation to the schools of thought developing in China during the course  of a couple centuries we can clearly see that these schools evolved out of some exterior influence. Whether that is a natural occurance or one caused by political turmoil the schools of thought came about in attempt to answer some problem the populace was experiencing. For example Confucianism comes about from respecting tradition and heirarchy we can maybe make the connection that within that time frame their was a lot of change. Or maybe how Daoism was created in response to Confuiousnism. 

[Tara Corral]

Thinking to the question where if I was Confucian and was in a scenario where my father had broken a serious law and it was up to me to decide what to do, I think the answer would be to turn him in despite my own feelings. I think that would be the response many Confucious individuals have because we believe in heirarchail society and though the father is at the head of the family, it would be my duty to empreror to turn him in. Especially if we think in the terms of the Empreror acting as a father figure for the whole of China he then becomes more important then my own feelings of daughter to father. 

[Tara Corral]

I can't help but think of Daoism when I read this story. Wen was suppose to be out fishing when he leaned back into his boat and decided to drink without a care. He did not care if there was a fish tugging at his line or that he had finished his wine and lost the cup. As he sat there in his boat and seemingly lost track of his needs he began to float upstream against the current and past the Peach Blossom Tree. I think this is the point in the story that Wen has found the way. 

I think its interesting that he found almost a sanctuary especially during a difficult time in China and he had "escaped the sins of man" but at the end of the story he is asked to leave and keep it a secret. My thought goes to the Daoism saying when you think you know the way you know nothing and maybe that is what happened. Also why did he not keep his secret about this secret village past the Peach Blossom Trees, what did he have to gain from telling? I wonder if its a testimate to how easy we as people can be distracted from our own goal in life or are just unprepared to really accept peace. 

[Melina Melgoza]

Video Lecture 1 Responses: 

Discussion Question 1: 

The media and pop culture often include many Chinese symbols. For example, I have definitely come across the dragon tattoo, the yin and yang symbol, and bamboo as a home aesthetic. The Chinese symbols for words are also very popular as tattoos, stickers, and even used for marketing purposes sometimes. It is possible that individuals find meaning or purpose in some of these symbols, but it is also possible that individuals culturally appropriate symbols without understanding the meaning or purpose of them.  There is a very fine line between understanding the purpose and meaning and culturally appropriating someone’s language or important symbols for own personal capital gain. I think that my students would definitely recognize  some of the Chineses symbols—especially the yin and yang and red dragon. They’d also be able to make connections to the word alphabet symbols. It would be a great conversation to have regarding the importance and cultural significance of these symbols.

 

Discussion Question #2: 

Like most thought ideologies, schools of thought develop as a response or result to an event, or opposing philosophy. It would be interesting to do an assignment juxtaposing American schools of thought and forms of rule that developed as a result of European models. It would be interesting to also trace the development of Chinese schools of thought. Finding some common ground might be interesting too (if there is any).

 

 

Discussion Question #3: 

Some of the central elements of Mohist thought include advocacy of a unified ethical and political order grounded in a consequentialist ethic emphasizing impartial concern for all—a Mohist also actively opposes military aggression and hurting others—Mohists condemn waste and luxury and support the opposite. 

 

Lecture #2:  Discussion Question #1

Some of the key elements of Peach Blossom Reading: the fisherman was not fully concerned with profit he’d make from his fish; he allowed himself to listen to his mind, body, and soul and he was relaxed. Perhaps this resulted in him losing his way and some of his profit, but he was able to be at peace and far away from the sin of people and “horrors of war.” There is certainly a larger message to this story—particularly in understanding what we emphasize as important.

 

Discussion Question #2: 

A unified nation allows for the expansion of economic growth, unified geographic mapping (when it comes to trade), large and powerful military protection, and a unified language that establishes a strong sense of nationality. On the other hand, one major problem association with not having a single unified empire is that there is a lot of inner turmoil and conflict in the geographic area hosting more than one “nation” or “empire.” Similarly, there will be clashes in the person ruling and it will be very hard for individuals to adjust to this way of living, have economic progress, and will set individuals back in expanding their technology.

 

 

The Attractions of The Capital Reading:

The text fostered a sense that  Kaifeng and Hangzhou are being described were luxurious and filled with riches. Evidence of this can be seen in the parts of the text where it describes people engaging in a constant flow of trade amongst people and in markets. Through many of these descriptors I was able to more fully visualize what a prosperous city with trade and opportunity for economic growth may have looked like. 

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