Session 3 readings, 9/18

[cgao]

Below are the readings for session 3 on Japan from Tokugawa through Meiji. The presenter is Professor Samuel Yamashita from Pomona College. 

1. Tokugawa Order - Edo Japan, 1603-1800
2. Tokugawa Order - Principles of Warriors 
3. The Meiji Revolution - Japan in Turmoil, 1800-1867
4. The Meiji Revolution - Meiji Transformation, 1868-1900
5. The Meiji Revolution - The Debate Over Seclusion and Restoration 

Handouts that Professor Yamashita will go over in class. Hard copies will be provided. 

1. intro-tokugawa order, vendettas, & meiji rev
2. establishing the tokougawa order-2017
3. meiji rev-17
4. vendettas & dokugawa order - 2017

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[Amir Osterweil]

The exceprt from Fukuzawa Yukichi's "Leaving Asia" is a valuable resource in explaining Japanese imperialism and the air of superiorty some Japanese felt towards other Asian nations. I already knew from teaching WWII that Japanese people had a sense of superiority, during the time period, but this will help me illustrate it to my students. I try to incorporate primiary resources in each unit that we study. I was suprised to read the words "our evil friends of East Asia" and am wondering if the orginal words were that harsh. I also found it interesting that Fukuzawa is concerned that Westerners will confuse Japanese with Koreans and Chinese. It is a little ironic because given WWII history, Chinese and Koreans do not want to be mistaken for Japanese people.

[Michelle Levy]

As an elementary teacher, I read these chapters and constantly think to myself what I can add into my lessons. Japanese history is absolutely fascinating and I noticed minute overlaps between the Tokugawa Order and the Meiji Revolution readings. For example, in the Tokugawa Order - Principles of Warriors, I read that four levels of two distinct principles govern becoming an all-around warrior. To succeed, one must conquer the four levels of knighthood and weaponry, as well as army principles and combat principles. These four levels constitute the ordinary and emergency principles. Similarly, in the readings about the Meiji Revolution, it was expressed that Aizawa called for the reform of the shogunal rule of the Tokugawa by rejoining military and civil cultures. I think that the Aizawa introduced religious and moral tones to a predominantly political thinking. To bring this into my classroom, I think I could introduce values, and talk about how history changes, and we could begin a project on what is importance to us indiviudally, and as a team. In a way, it delves into American civil rights because people choose to believe in what is right, regardless of what has been done before them in history.

[Jonathan Tam]

I was very familiar with the systems involved during the Tokugawa Order, but the foreign policy was something very insightful and refreshing to look through again. I had known that the Japanese were very resistant towards foreign nations, but to see how far nations pushed to test Japan's boundaries was very interesting. It definitely paints countries like Britain and even the United States in a much darker light, and exposes the greed and inaction by everyone involved. In a later sequence of the revolution, it describes how the Americans were interested in trade and went to lengths to display their dominance and power to attract the Japanese. The Japanese had overturned centuries of foreign isolation as a result and this resulted in the destruction of the Shogun. As politics spiraled out of control, the text shares how much of the Japanese population remained bystanders, which gridlocked any progress. Opening trade without a clear understanding of value also placed the Japanese at a tremendous disadvantage, losing value in gold / crop and other commodities. I found this pretty saddening to read, but also insightful.

[Chris Hertzog]

In my classes at school we are currently looking at the growth and spread of Buddhism out of India into East Asia, specifically Japan.  The readings this week were very helpful in tracking the merging of Shinto and Buddhism, but also of the Imperial Sun goddess cult and its connections to the Emperor into the Meiji Restoration.  So by the 1900s, the Sun goddess manifested herself into the national leader, which spreads that superiority to the people and then gets wrapped up in Social Darwinism, the blending of Buddhism and conservative Confucianism, the infectious imperialism learned from Europe and the U.S., nationalism, gun boat diplomacy and the desire to expel the "barbarian"; such a fascinating and complex story.  I am looking forward to the discussion and talk this week.

[Amir Osterweil]

There was so much opposition to these reforms that we read about, nex taxes, consription etc. They seem to challenge the important sectors of soceity, farmers and samaurai. How were they successful? I'm interested to know how the farmers were won over. It is well documented that the samurai rebellions were put down militarily. I found it interesting to read that parents opposed public school initially. I might have students compare the industrial revolution in Japan with Europe. It seems that changes that took 100 years in the United States, took place in about five to ten years in Japan because the changes were forced.

[Lesly Gonzalez]

It is fascinating to read about the role Christianity played in Japan's decision to isolate itself from the West.

[Cindy Nguyen]

I would use the reading, "Japan in Turmoil" in my class in the next few weeks.  In 10th World History, students are taught about the imperialism of East by the West and the East by the East. By reading this excerpt, it will show the students how powerful the British was in the South East and how aggressiveness they were in their hunt for dominance.  It is also mentions Captain Matthew Perry and the "unfair" treaty United States forced on Japan.  I hope to show the mistrust that is still prevalent today between certain countries can mostly be traced back to the 1800s.  The reading also shows the internal struggle of power and foreign influence.  I would try and have students to relate this reading and current events that might relate to modern day version of imperialism.

[Rick Steil]

I loved the story from Professor Yamashita that told of the general who when summoned to attack the eastern army instead turned his men against the western army and helped defeat the westerners because of the vendetta he had held against this man. It is in stark contrast from the image that I had held of the loyal Japanese mentality of always being loyal to their superior. 

[Cindy Nguyen]

Thanks for mentoning the excerpt "Leaving Asia" and how it could be used to explain the superiority some Japanese had over other Asian countries.  This would be a useful supplementary reading for my students to learn about Japanese true intent behind the domination of Asia which later on led to World War II.  Another excerpt that could be used to explain Japan's strong sense of loyalty and duty would be, "Code of the Warrior".  This reading can also hook many students who like anime and/or video games because the reading is about samurais and their code of conduct.  Some might say it is directly linked to the Kamikazes, who felt honored to be choosen for their suicidal mission to Pearl Harbor because they were giving up their lives for the Japanese Empire.

[Christine Xu]

Neo-confusicanism had a lasting impact on China, Korea, and Japan. Most modern scholars consider Neo-confucianism to be the keynote philosophy of Tokugawa Japan. It was originated with Zhu Xi, a Chinese scholar.  Zhu xi stressed the “unity of the three decrees”, the unity of the three great philosophies of Buddhism, confucianism, and Taoism, which had been considered mutually exclusive and contradictory. This three-way unity was called “ Three Religions” in Chinese “ San Jiao”.  It is interesting, and it seems  Japanese learned a lot from china.

 

[Catalina Silvestre]

There was a lot of wanting to control and maintain power over the lands.  The peace was all done in the best interest of maintaining the functionality of Japan.  During this time there was focus on warrior that had very meaningful and purposeful principals that also taught the warriors patience, obedience, and self-worth. Interestingly enough my colleagues at my school site teach about the archetype and the concept of “hero”.  One key element to introducing both is having students identify the qualities of a hero along with the challenges as it connects to the idea of the concept hero. I would use the “Principals of a Warrior” to analyze the makeup and composition of the warrior to help the students what they define a hero to be and the differences between both the hero and the warrior.  This being an interesting topic due to the fact that most students view heroes and warrior as one in the same when generally speaking.  I would also be interested in comparing the Hero’s Journey to the Warriors Journey. 

[Michelle Levy]

The country closed in 1639?! Can countries do that? The Dutch were the only nation allowed to trade with Japan, which is very strange. Not to mention pirates at the same time? This is the first I've heard of the Wako, but it was generous for Professor Yamashita to offer his personal story of being descended from the Wako. I was also moved that the Professor told the story that not all Japanese are loyal, contrary to popular belief. We can see this most notably in Kubayakawa. It was funny when he mentioned they may not all be loyal, but they always hold a grudge.

I'd love to do an art project with my students in which they draw a scene of Mountain Castles, hundreds in the distance. Maybe doing research on Bitchū-Matsoyama Tower in particular.

[Christine Xu]

-Confucius and Confucianism  did inspire Japanese art and its culture. The Neo confucianism sparked the emergence of three related themes (Buddhism, confucianism, and Taoism) in Chinese and Japanese painting. And its concepts still serve as important focus of calligraphic practice in China and japan. Even today, many artists in both Japan and china pursue calligraphy as their main profession.  

The influence of Confucianism in china and Japan is a good topic which I am going to talk in my class. And we are going to practice calligraphy in my class as well.

[Cindy Nguyen]

The idea of progress has led to the imperialization of many Asian nations by Western powers.  This idea of "progress" has led to the destruction and exploitation of these people and their resources in the name of profit and fame.  Another effect of imperialism was the power struggle between the loyalists and reformists during the Meiji Era in Japan.  For example, Commodre Matthew Perry is sent to Japan to encourage the Japanese emperor to "open" his ports to foreigners or he would have to face the consequences of his actions.  Twilight Saumari and the Last Samurai could also be good films to show the different interpretation of Western imperialization of Japan in class.  You can use primary sources to build the background knowledge for the students and then have them watch the movies to do a film critic, comparison, and/or etc.

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