Session 3 readings (dube, 3/12)

[Percy Ortiz]

Reading The Classic of Filial Piety one starts to see how deep the social conventions of ruler subject and subject family relations were by the time the Han Dynasty comes to power. There is a heavy emphasis on family respect, loyalty to father and mother, to son and sister, which then transfers into the social levels of society. All the different positions were important and I am assuming that the basic unit structure, the family was a reflection of the greater superstructure of rule. I found it very interesting when it talks about the common people as being people who, "follow the laws of nature...........take care of themselves and are cautious in expenditures in order to support their parents." Not only was respect and care for family important but also in the manner one spent money. I can imagine that one had to be very conscientious of how family business was conducted. 

Along those same lines the comics that were given to us on filial piety go well with this primary source material because it gives the reader, especially middle schoolers, a better idea of what the term means, but also on what the expectations of a child were as they were growing up. In fact, I was surprised to see how the comics had young people making big sacrifices for the betterment and health of their parents, and how their commitment and reverence to their parents is what somehow brings blessings or poetic justice. One of the comics that stood out was the one where the kid sees his father struggle at night to sleep. The father is not able to sleep because mosquitos keep biting him at night, which then affects his work. The son sees this and figures out that by putting himself near a window without a shirt will attract mosquitos to him and not his parents. This works, but he then is affected. To make a long story short, the son's filial piety is acknowledged by those in power, who then give him money to buy a mosquito net for the family.

In the classroom, and after introducing to students the basic concepts of Confucianism, I'd give excerpts of the Classic of Filial Piety, then have them read it individually or in groups or even project a part of it on the board and have a class discussion. Then I'd have students write short reflections on what they think the author is trying to say. Then I'd provide copies of the comics to have children have a better understanding of what filial piety meant. I am also inclined to suggest using the film The Road as another example of filial piety in a more contemporary setting. 

Overall the readings on filial piety were insightful, and when comparing these readings with those that we read in our first session it made me wonder how deeply the effects of an aging population will have on concepts like filial piety which have been an essential part of East Asian life for centuries. Maybe the legalist will have answer to that?

[Percy Ortiz]

 

The Salt and Iron Debate was a fascinating read because it sheds light into how government was run during Han times. It's also surprising to see that records like these were kept and actually found. While reading through the passages I couldn't help but think how it almost seemed to be a discussion between a giant corporation like Walmart and small mom and pop stores struggling to survive or better yet co-operatives. One side taking turns on explaining how and why their methods should be employed in the betterment and maintenance of their society. The learned men offer good arguments to why monopolies should be removed and how agriculture should be emphasized, but then we read from the ministers who argue that having control of iron and salt industries allows for a well-regulated kingdom. I somehow leaned a bit with the learned men, though the ministers have good reason to provide for those living in the frontiers of its realms of influence. I also wonder how legitimate was the argument of maintaining a monopoly so that there are means of fighting off invaders from the north, which made me think of today's climate in the U.S.

A question that came to mind was, are state run enterprises today, in China, any different than they were during the Han? Could the same arguments apply? 

Another question that came to mind while reading the article was, what are we heavily dependent on today? What is the product that permeates through our everyday lives in such a way that war would be a valid argument to justify our dependence on that material? 

Then I thought of all the uses that oil has in the power, clothing, plastics, trade, and agriculture industries. Would it be better for governments to have control of such raw material or is it better left to the people or companies to control? Are people affected any less depending on who controls these raw materials?

One thing that the article does shed light on is that by the Han times, like Prof. Dube mentioned, the Han were heavily dependent on iron, for making weapons and all kinds of every day implements. It was necessary for this industry to be regulated for it very own survival. Salt seems to fall along these lines as well because it has been such an essential commodity throughout history to many kingdoms. Salt allowed for the preservation of food, which then allowed it to be transported and sold somewhere else. Salt was the basic ingredient in cooking. What kingdom, dynasty, corporation or government would not have a vested interest in controlling these commodities?

[Alexandra Becker]

My father violated the law, willingly. This is the key word, willingly. As a legalist, I cannot condone such behavior. According to Shang Yang (qtd in Dube), "...as the people know the law they would not dare to violate the law and offend the officer" (42). In order to keep a strong state, I must be enforce all laws: "For those who uphold the law are stong...if they are weak, the state will be weak..." (Han Fei Zi qtd. in Dube, 42).  My father must suffer the consequences for the actions he made; for if I show mercy, then my subjects will think I am weak and free thinkers may see this weakness as an allowance for their debates. Once this occurs, all chaos will occur, and dismemberment of the state will lead us to be overthrown by our enemies. The choice is simple: punish the criminal my father is in order to set an example, prove that I have no mercy, and in turn prove that our state as a whole will conquer you with our ruthless power! Muahaha.

[Alexandra Becker]

I thought the debate was extremely informative. I had taught Confucianism and Buddhism, but had not thoroughly understood Mohism, Daosim, or Legalist thought. I chose to challenge myself by choosing to be on the Legalist debate side, because I wanted to learn about a different way of thinking (even as ruthless as it was!). In my 7th grade standards, we don't focus too much on the different Philosophies of China except for Confucianism and Buddhism, and it is important ot stress to the students why Buddhism became widely practiced after the collapse of the Han Dynasty. I appreciated the questions posed during lecture about having students think about "What moments have we been most open?" and "When do we feel like we need a solution?" I am looking forward ot posing these questions to my students when I teach this again next year, because it causes them to relate their own personal experiences and build upon pre-existing schemas. This will allow them to better undertand where the chinese were coming from when they turn to Buddhism, and also when Confucianism made a return during the Song dynasty. It will allow them to analyze what the similarities or differences were during both those dynasties that caused such a shift in thought. I also liked the idea of a debate on these philosophies. Although, I would probably only debate about the two (Confucianism and Buddhism), because while we debated, I realized (just like Professor Dube mentioned) that I had book knowledge of my philosophy, but found it difficult to "apply" it to different situations. I think my students would benefit from this, as well as get a kick out of competing against their peers.

[Donna Jamshidnejad]

Apologies, I had this in my notes and did not post it to the forum. 

As a Legalist, I believe that my father deserves harsh punishments for his actions. He knowingly broke the law and will only learn to be a better citizen through mutilation as punishment. This is due to the fact that human nature is inherently evil. We must teach right from wrong through extrinsic motivation in the form of rewards and punishment. If I give special treatment to my father, he will continue down his natural path towards evil. This will lead to chaos. However, punishment will stop him from going astray.

 

[Donna Jamshidnejad]

After reading the Salt and Iron Debate, I am now brainstorming how to work this into my curriculum. In its original form, I think I would lose many students. They may not understand the document, and it is a little long for the average teenager’s attention span. However, I think this can we reworked into a script or an academic controversy. A colleague of mine sometimes takes primary sources and creates a script out of it. The document is chunked into smaller pieces, and sometimes reworded. This debate has great potential to turn into a script for students. I would first shorten the document, and possibly adding more speakers so that one part is read by multiple students.

In class, students generally volunteer for the roles, and stand in front of the class to read the script. For visual learners, it can be helpful to add a PowerPoint in the background with images to go along with the script. After reading the document in this way, students can sometimes get a better understanding of the primary source and are more engaged. At this point, students are more prepared for document analysis questions. For AP World, it would be appropriate to HIPP the document (Historical Context, Intended Audience, Point of View, and Purpose) and/or work this document into a DBQ (document based essay question).

[Percy Ortiz]

Reading this short story makes me think that Tao Yuanming might have been predicting the discovery or sudden opening of the Americas. Doubtful, but rumors did spread and in the few years the great Columbian Exchange began to introduce all the goods America had to the world. This short story made me think of that ideal place that we might at times desire to live in or possibly find. Having satelites revolving around the earth it is tough to see a story like Tao's being as appealing as it might have been 1500 years ago, but it does make you wonder. It is interesting to see that the writer is looking back at a time of chaos right before peace began to prevail over the land. As an introduction to the topic of war or human disasters, The Peach Blossom Spring, can be a good introductory reading activity for students that have learned about Qin and Han Dynasty in 6th grade and are now in 7th grade and will start learning about the Tang Dynasty. It can give students an overview of the general feeling that a person had at that time, when people knew that in the past people had had better and more peaceful times. Students could be asked to write a short reflection on the perfect world. Can a perfect world exist today? Where would it be located? 

After giving students a general overview of the dynasties that existed before Tao's time students can be asked to think of the time the author is living and to the time period he is comparing the people that are in the story. What would make the author write about an ideal or utopian place? What would make some one today write about "the good old days" or about a place and time where there was no war or violence?

[Percy Ortiz]

Key points that stood out after reading Qin Penal Servitude were that if you were convicted of a serious crime you'd get your foot or nose cut off and be tattooed. This in today’s standards is quite drastic. Convict laborers were also supposed to only wear read and be in chains. I found it surprising how they had to stay outside the walls of cities, and were not allowed to cross markets. One a foot or nose were cut off that put you in a category that was outside of normal society. Also, the different height regulations that were put in place seemed quite telling. It appears that the state had not trouble having child convict laborers in the ranks and I can imagine that they served a purpose in the daily work requirements. What also stood out was how if a sister or mother were convicted of a crime the son or brother could take their place and be sent to work in the frontiers for five years. 

In order to get my students attention, I would ask my students what their opinions about tattoos are. I would ask them what kind of people get tattoos these days? Maybe I'd give students excerpts of this document and make them read through some of the punishments imposed on criminals. Maybe show students the different tattoo designs that were given to convicts in China and maybe Japan. From the perspective of an 8th grade teacher I'd try to compare a debt laborer with indentured servants that came from Europe during colonial times as see what the difference and similarities might be, maybe I'd go as far as compare the institution of slavery or penal codes in colonial times with those of the Qin to see how criminals were treated here as opposed to back in the days of China.

[Sandra Soltero-Torres]

I am a Confucianist and I live my life serving my parents and  following filial piety. I demonstate absolute loyalty to my father.  My father has violated a law willingly and now I am conlicted.  I know that following rituals and laws is the honorable thing to do and my father has not abided by this.  I ultimately owe my reverence and loyalty to my father.  I believe I have failed him as a good son because in the ways of Confucianism remonstrating is what a good son should do.  "And if a father had a son to advise him, he would not fall into doing wrong."  Even though I am conflicted I know that I must show complete loyalty to my father because I was not a good son in allowing him to violate a law.  Also, he has given me life and I am indebted to him because no tie is stronger than this. Ultimately, as a devoted Confucianist, I choose to be loyal to my father.

[Genaro Flores]

    Walking in Huntington Library, it was a learning experience about Asia culture. In the Chinese culture the round columns, windows, tables represent the universe. On the other hand, the square shape of the buildings walls, chairs, gardens boundaries, flat fences design meeting at 90⁰ degrees angle, represent hearth. Therefore, entering the building one can imagine that is going to see the representation of the universe and the earth.

The similarities of Path way were a long strip of pave ways connected each other in a certain point. The differences are on the design and hand-craft of each other. The multiple path ways give you the opportunity to choose the opportunities that one has in life.

When visitors observe the work that is display, it seems that they transport to another time (epoch) and place in time. It seems like for a moment they go out their present reality to another to return in a few seconds. They stop, concentrate, look at it, then continue or talk about what they are seeing. It is the opposite of going to a mall where people do not need to concentrate on a subject or going to the past.

The designer had in mind to convey to us in a little piece of land, how it was there, centuries ago. The rocks, stones and other materials used to construct each unit, were brought from China, if that is the case on each uni.

Mr. Lau, our guide, did excellent job telling us the different designs and colors use in this tour to Huntington Library. The pointing arcs at the end of each corner, on top of the buildings, represent protection, security and discourage evil spirits from coming into the house. The Garden achieves it balance with the dark and light colors used on the floor. With respect to the shape, the curves and straight lines, the circles and the square in the small buildings, walls, and fences shows the smoothly transition from one form to another creating a beautiful balance display in the garden.

 

[Jacqueline Mercado]

On a personal note, I appreciated the opportunity to engage in a philosophical debate during class.  Prior to our debate, my knowledge of the specific beliefs and origins of the major philosophical traditions of east Asia was limited and so I particularly enjoyed this activity because it gave me a lively and solid introduction to the major schools of thought particular to east Asia.  As a result, I have been inspired to dig deeper into each philosophical tradition so that I can teach this to my students.  Prior to this session, I also did not understand the social and political conditions that gave birth to this rich body of philosophy.  At this time, China was not unified and corruption and war seemed to flourish unchecked throughout the land.  It is at this fragmented time that questions arise, the quest for answers and solutions to the chaos takes precedence and philosophies take form.  I would like to bring this knowledge to my students and have them examine the various schools of thought. One way of doing this is to have students select a school of philosophy to research and then create a cartoon or a short graphic novel in which they create a narrative, scenario or fable that would encapsulate the main attitudes and beliefs of their chosen philosophical tradition.  There are many ways one can bring this kind of study into our students' lives. As a result of my own exploration of this content in this session, I have been inspired to do so and will continue to think about how I can incorporate these ideas into my curriculum and into the classroom.

[Stella Castro]

This session was pretty fun, as it was interesting to see how my colleagues reacted and presented their cases and stance on the 4 different schools of thoughts, (Confucianism, Daoism, Mohism, and Liberalism. This part of class was so much fun.  What was the most interesting was the reading itself on the 4 different philosophy’s/schools of thoughts, the in depth interpretations of those 4 schools of thoughts.

In the second part of the session all the information that was given was really interesting, like how Confucianism, emphasizes stability, social. Political and ethical doctrines. How Confucius was seen as a teacher and not a Saint. or how the Daoism, seems to think that the world is perfect as it is, that there is no need to change things. It is always interesting to learn new things or getting one’s mind refreshed with information. It always seems as if there is never enough time to listen to all of it, as when the information starts it keeps on becoming more interesting and then it is time to stop as the time allotted has reached the end, it ends up to be 8:00p.m. time to go home, so soon it always seems to be

With my learning’s of the session I can teach my students how to believe in themselves to always stand up for their rights and what they believe in, to be true to themselves and to not bully or lie as this can cause major repercussions. Also I can teach them about time and how to use a stop watch as well how to tell time.

[Stella Castro]

I found it the readings of this session to be quite interesting especially the one of “Chinese Philosophy” article was very through in describing the four major schools of thought. It was such an insightful reading, and I really enjoyed reading about the Confucianism. It made me laugh to read about how in those school of thought was the loyalty to ones father, granted at that time this would of made a lot of sense, but the reason why I laughed  was because nowadays, I do not think the loyalty would exist for the father, now the loyalty existed for one-self. People nowadays think only of themselves, they are their own kings. Their own rulers, they obey themselves and it is really funny to read that back then the women were to be loyal first to their fathers, and then their husbands, Now if the husband is not their number one then there are divorces, extra marital affairs, and legal and not legal separations.  Of course, maybe in China this loyalty still exists, and maybe here in the States, but one would not really know this unless they have close Chinese friends, or families, as one does not live in these households were this loyalty exists, and I believe and think that the Asian culture are quite reserved and are quiet people, and do not go around speaking of their family values to everyone, only to their immediate families.  This reading has so much wisdom in it and so many truths. But I was was appalled as I read it how the people would be treated and punished if they did not do as they were supposed to do. For instance the Liberalists were much more severe in their punishments than were the people of the other schools of thoughts. In this sense I would of like to be a follower of Confucianism, as they seemed the mellowest of the other schools.  There were so many things that I would of like to include/cite in this writing but it would be too many, it would be as if riding the article once again. However I do want to include this one where the master answers to a disciple wanting him to elaborate on the five types of good behavior, which are, “Tolerance, sincerity, respectfulness, kindness, and diligence”, and that is what I would teach my students from this reading.

[Jonathan Tam]

To hear how the philosophy of legalism grew to be the strongest ideology among the four prominent ideologies during the formation of the Qin dynasty makes sense now after reading Ebrey’s Qin Penal Servitude. The severity of the punishments and details of the laws seem very explicit. The Penal Servitude laws in particular convict certain individuals of crimes that made require them to provide labor until the fine is paid, but I’m amazed by the number of conditions that are listed that allow for individuals to move forward. Aristocracy, gender roles and relationships are all accounted for in these laws as a result of the prominence of legalism.

[Stella Castro]

Genaro, I too felt that same feeling you stated in regards to the Huntington library, when you wrote, “it’s as if one has transported to another time, (epoch), it truly felt like that. This place is beautiful; however, walking the gardens, it really did feel as if I was in another time and place. I got the feeling of pure solitude, although I was walking amongst many others, as this place had quite a lot of visitors that day. But I keep experiencing, peace and quiet, almost as if I was inside a temple/church. I could totally understand why the Asian culture/s portrays a mindful, peaceful serenity, and sincerity. The feeling I got as I walked around the garden/s was that of great strength and wisdom, although I am not scholar, emperor, or ruler.  The reading about Confucianism could truly relay to this feeling/s I had and felt that day. I could totally understand why some people would choose to become monks. My group also had an excellent docent that was very knowledgeable, (don’t remember her name), but she told us so many important details and difference about the Chinese and Japanese gardens. For instance; that the Japanese utilized rocks in their gardens, while the Chinese do not.

It was also very interesting to learn that in one section of the Huntington gardens, the rocks were brought in from China, to build the structures. Our docent told us that they are working on expanding the garden/s., which I’m sure you docent also told your group.

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