Session 4 - March 28 (dube- classical and warrior japan)

[Billie Johnson]

Hi Samantha,

I have never written a class constitution with my students and it is definitely something that I want to do next year.  Next year will be my third year teaching and each year has been something different so I usually just launch right into expectations.  I would like to share this constitution with students, discuss it, and then come up with our own. Now, the accountability factor has been vague with my admin team...will there be consequences when expectations are not met?  Maybe. However, if we are to function as a unit then I think getting off on this note is an excellent start.

[Chad Espinoza]

This is a very interesting idea. Many of our students immediately have an oppostional stance towards classroom rules because they have been subject to them for year-I teacher high school, so my students have felt subject to rules for many years. Though they may feel abitrary, rules ultimately are not. They are just too often delivered without context or explanation. I think reading about the warrior code and seeing how it was a set of rules that led to individual and societal benefit would be an engaging way for our students to think different about codes of conducts. It would be even more fun for students to create their own rules and have the challenge of enforcing them for the sake of a higher purpose. Allowing students to play with this will be lots of fun for us teachers to watch. 

[Chad Espinoza]

I found it interesting that Japan fiercely denies having descended from Korea. The cultural tensions between the two countries is still very much alive and I met people in Korea whose hatred for Japan was practically their identity. Both peoples have a strong identity, and to think that they might have at one point been the same people is actually quite ironic. The myth the used to be taught in Japanese schools must have had a tremendous affect on the youth and their sense of cultural identity. While every country sees themselves as exceptional, the refusal to acknowledge an ancient tie to a particular culture demonstrates that Japan's identity is exceptionally strong. The myth that the Japanese people originated from the gods, allows the Japanese to give themselves rights and privileges that they can justly deny others, since others are not equally blessed. I think this origin story has had a very clear effect on Japanese history. I think this is a great thing to discuss with my students, the effects of an origin story on a particular people. 

[Chad Espinoza]

The emphasis on the tea ceremony among the warrior class was very interesting. I get the impression that warrior life, while disciplined, was chaotic when the actual fighting ensued. Tea ceremonies are the opposite. Predictable and extremely controlled, likely provided the warriors the order they needed to heal from the chaos they endured on the battlefield. Ushered in by Buddhism, the tea ceremony and highly ritualistic ceremonies and arts seemed to proliferate in Japan quite quickly. Buddhism is a religion that emphasizes peace and seems to purposely eschew desires that lead to overly aggressive and industrious actions, yet Buddhism was adopted by nations that were both aggressive and industrious. Though I have not formerly endeavored to find the exact answer, but it seems to me that Buddhism provided nations like Japan the space and practice to experience peace and tranquility in a world that is anything but. 

[Brigid Schmidt]

I agree with you Cynthia. I noticed some Buddhist ideas in Sutoku's constitution as well and Confucianism. In section VI, they encourage what is good and not to conceal others' good qualities, but to chastise evil. It goes further (in section X) to advise people to refrain from angry looks and that all men have hearts, reinforcing teaching love and compassion and promoting non-violence. The talk of harmony is brought up multiple times and not going against the harmony, which further emphasizes that calm, loving Buddhist ideal and somewhat aligns with the 5 vows too. I see elements of both throughout the constituition. 

[Mario Ruiz]

This was such a fun read through. Skimming through the different articles that makeup the Kenmu code was inspiring. The warriors that followed the Kenmu code seemed to have the respect and honor for everyone around them. Those who followed the Kenm code were warriors for the people. They denounced many things like bribery, roberry, and infidelity. They also promoted giving back to the people such as giving back vacant lots to their previous owners, prohibiting comandeering private homes, and promoting frugality as not all people could afford the same riches and material possessions that the wealthy possessed. I see this closely related to a PBIS system. Being able to take some of these principles and creating some kind of school code would be an amazing way to show other students that we need to help each other out and work with one another. 

[Betsy Ures]

I must say, that it might be overly ambitous. As an out-of-classroom-teacher, I will be supporting other teachers with their lesson planning. So I think I like your idea much better. Thank you for keeping me grounded in reality!

[Betsy Ures]

Thank you for sharing. It is extremely interesting! The need for establishing a strong individual identity seems like a pattern in countries that develop from others. In America, there was a clear rush to reject England and their influence too. I wonder if Japanese people feel this way just because of the schools or if there are other influences? You seem to know quite a bit from your experiences. I have yet to travel out of North America.

[Betsy Ures]

Excellent lesson/unit plan. I've been trying to incorporate schoology now that we are in virtual learning. I found that the Huntington Gardens have excellent virtual tours if you wanted to use in the future, here it is: https://www.huntington.org/botanical-collections-tours

I am looking forward to using these resources even when we are back in the classroom since field trips will be restricted.

[Alma Ochoa]

In reading the “Warrior Codes” it was interesting to learn that in Kamakura warrior society women had ownership rights and privileges like men, yet with in a century these privileges were lost.  It’s hard to understand how things like this happen but in reflecting on this I came to realize how within our own society we are constantly slowly losing our own rights.  

The qualities and behaviors they celebrate and value are those of honor and truth which can be seen in Articles #7 though #11 where they are careful to select officials with merit that will not be bribed and will prevent powerful countries as well as people from within from meddling in the government.  They seem to hold a high regard for protecting people and their property which we can be seen in Articles # 3 through #5 as well as in article #21 where women’s grant of land is protected even after divorce.  Respect is also very important to them no matter who the person is which is clearly seen in Shingen’s orders specifically the 47^th where it states, “Warriors [under your command] must not speak badly toward the enemy.”

[Alma Ochoa]

Billie, I think it’s a great idea to have students examine clauses from Shotoku Constitution and compare them to modern day examples so they can see how those clauses from back then can be relatable to now.  I especially like you posing the question of whether the constitution was write for the people or just to appease them.  I must admit while in middle school through high school I always had difficulties and had no interest when it came to my social studies/history courses.  I was one of those students who didn’t see the value in studying history.  Looking back now I think it had a lot to do with the teachers I had and because now I realize the importance it is to learn as much as we can and to be involved in what is taking place within our government.  So I applaud you and your efforts in creating critical thinkers within your class, I think it’s awesome and wish I had time to sit in your class and learn what I have forgotten.       

[Alma Ochoa]

Mario, I totally agree with you, in reading “Warrior Codes” I to felt the things they valued most were respect and honor.  I especially took note of the fact they were careful in selecting officials that had honor and could not be bribed, they prohibited commandeering private homes and they gave back to the people.  I think these qualities that are so important and should be valued.  I think they have been lost in our society.  More often than not people’s view is ‘looking out for number one’ and are willing to do whatever it takes to get to their end goal.  I think that if you can create some kind of school code to be implemented within your entire school or just with in your on classroom would be awesome.  In my high school math class my class rules are that of respect for all and helping others as much as you can.  So, I think it’s important to teach kids to value respect and honor and that one does not have to disrespect, belittle or take advantage of others to be successful and get ahead.  I believe that when people can work together and help each other it makes for a better and more successful society.     

[Alma Ochoa]

Cynthia, I have not taken a history class in almost 30 years and to be honest with you I was one of those kids who found no interest in my history/social studies classes and as a math teacher I have forgot most of what I did learn so in taking this class I too have been amazed at seeing the similarities between the different philosophies and within the constitutions of the different cultures.  I think your question about how much ideals are borrowed and how much are actually universal desires that are intrinsic to humans is a great question and one you can pose to your students.  Depending on the grade level you teach it would be interesting to see their points of view and thoughts on this topic. 

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