Session 3 readings (dube, 3/12)

[Percy Ortiz]

This sounds like a great idea to implement in the classroom. Having students create visual representations of what they read is a great way for them to remember and learn the basics. Having them create their own comics would also take it to the next level in terms of understanding because they are reinterpreting what they read and adding text. This sounds like a lesson that students would greatly enjoy. It would be a nice way to get students to talk amongst themselves about Chinese philosophy, but also to present to the rest of the class their own understanding of their specific school of thought. This brings to mind the time I did a long term sub stint in 7th grade. I recall asking my students if Confucius might have believed in equal rights, and some of my female students were quick to raise their hand and explain why it wasn't and how it positioned women. Really great idea.

[Sandra Soltero-Torres]

I found the reading on "Peach Blossom Spring" based on late Imperial China to be a reflection of what society hoped for during a time of war.  The utopian idea of living worry free in a beautiful place represented a problem free world where one could just relax and live happy lives forever.   I imagine that the idea alone that such a place could ever exist provided a sense of hope and comfort for any Chinese people that felt despair by the society they lived in.  This type of idealistic literature and/or paintings that spoke about "Peach Blossom" may have been looked upon as escapism from a harsh reality.

[Donna Jamshidnejad]

For the film review, I am watching the Chinese produced live action Mulan. However, first I decided to rewatch Disney's Mulan in order to compare the films. While most of the Disney film is far from accurate, I realized the some Chinese philosophy is present in the film. I think it can be a fun activity (possibly extra credit) to have students analyze the film for Confucian, Doaist, and Legalist practices. For example, ancestor veneration and respecting elders is a common theme throughout the film. One character in particular seems Daoist in nature, while the government official strictly follows the law and enforces it whenever possible. My students always ask if we can watch Mulan after the final, and I now see that we may actually be able to create a lesson using segments of the film.

[Tanish Fortson]

Before taking this class I had never heard of Mohism (the teachings of Mozi). So I enjoyed the debate. The Mohists formed a highly structured political organization that tried to realize the ideas they preached, the writings of Mozi. Like the Confucians, they hired out their services not only for gain, but also in order to realize their own ethical ideals.  Mohists people promotes a philosophy of impartial caring; that is, a person should care equally for all other individuals, regardless of their actual relationship to him or her.  They should be the same toward everyone. There should be no hierarchy. Treat people the same with love the same which of how you would treat your family. People should be more respectful and loving to each other. Being humane, caring, and helpful as well as having a basic love for everyone is best. War was wasteful so Master Mo didn’t agree with it. He opposed to any form of aggression, especially war between states. It is, however, permissible for a state to use force in legitimate defense. Mohists see math, engineering, science, geometry, logic thoughts, not other things such as war. 

 

 

[Laura Gonzales]

Peach Blossom Spring was a short folktale that had a hidden message. The story of the lost fisherman that ended in a mystical town in which people had arrived during the Qin Dynasty and lived hidden or sheltered from the rest of the world seemed very mystical. The message I took from it is that secrets are not meant to be kept. “ Wen returned to his boat, after promising the people of the valley that he would tell no one about their existence” yet the folktale states that rumors began to spread about this place. This also demonstrates that oral traditions are spread if we are reading about this ancient rumor in the 21^st century.

 

This story reminded me of an older person perhaps a grandparent telling the younger generation passing this story down as a fact. It would be interesting to make a project out of this and have students share folktale stories from their parents childhood.

 

 

[Tanish Fortson]

After the first read I thought the Fisherman had too much wine because I story kept referencing wine and him drifting off into a slumber. Next I thought he was dreaming. Then the story said The Fisherman opened his eyes to hundreds of blossoming peach trees lined in the river. He didn’t know where he was and had never been out so far into the river before. When the Fisherman reached the end of the river, the passage way turned narrow and dark and he had to squeeze through. Once the Fisherman walked for a bit he reached a village with friendly animals and people and animals of all ages.

 

The villagers said that they from the Qin Dynasty and had left when the wars broke out. They were living in peace and knew nothing of political regimes. In this utopian world is just regular people working together to live a nice life. There is no governor, ruler, or political system, just labor, harmony and farmland. This is a nice story of fantasy and inspiration during a time of civil unrest. 

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