Session 6 - April 21

[Melina Melgoza]

Currently teaching about WWI, and we discuss the importance and consequences of borders during the war. Learning about Japan's denial to colonialism is interesting to show students. And, I want to show students Japan as an example of pushing back against exploitation and White colonialism.

[Jennifer Macchiarella]

I'm always looking for ways to connect idea from this class to what my 10th graders hae already learned.  I'm excited to talk with them about how Japan managed to repel colonialism, first by the Mongols and then the Europeans and the Americans. The geographic isolation of Japan will be a good starting point - we often joke about how Antartica hasn't been colonized yet.  What I found most interesting about today's class discussion was how the Japanese recognized the dual threat of Christianity and European traders.  By carefully regulating trade, and limiting the Europeans to the Dutch, Japan was able to escape the fate of much of Africa and the Middle East. We just talked about how Iran was essentially split between Great Britain and Russia.  We are trying to change the focus away from Europe and this class is really helping.

[Miguel Diaz]

Warriors have held their place in the upper echelons of nearly all societies since recorded time. Warriors have usually been ranked in the top five on nearly all hierarchical, social orders. The Japanese samurai were no exception.  

Turning to the subject of brutality – while it’s true that the Japanese samurai had a code of ethics – they were also brutal and fierce.

I was reminded in class not to romanticize the samurai due to their brutal nature. 

However, as a teacher, it is important that my students are not given the impression that only the samurai (or the Aztecs) were fierce warriors.  Julius Caesar, for example, was known for his exceptional brutality, yet, western civilization does not stop from romanticizing his life and his conquests. During the conquest of Gaul, Julius Caesar’s legions were known to build walls around existing city walls in the regions of Gaul. The purpose of this strategy was to starve out the residents of each surrounded city. Barry Strauss, in his book “Masters of Command: Alexander, Hannibal, Caesar, and the Genius of Leadership,” wrote that Julius Caesar would not spare women and children who were being starved in the walled in cities.

The same holds true on the murder and betrayal of those jockeying for power and position. Unfortunately, the Japanese do not hold a monopoly on such.

[Jennifer Macchiarella]

I was also fascinated by the acceptance of adoption as a means of securing heirs.  This practice contrasts with the tendency of males to be concerned about the purity of their bloodline and the resulting control of women's reproduction.  Were Japanese wives and concubines segregated to prevent affairs, or were all babies just assumed to be the father's, without any great concern as to actual bloodlines? Were there ever conflicts between adopted children and born children in terms of inheritance or family power?  Did poor families every try to place their sons in positions of adoption?  While I can imagine wanting the best for your child, the idea of giving up my child is horrible.

[Guadalupe Moreno]

I really liked reading the Gender Relations in the Age of Violence, specifically the Kamakura period also know as the Golden Age for Women. It seems as though in many regions of the world the women was once valuable and at times equal to men. There was no gender specifc restrictions on women. It really showed me what caused/fuled the transition into gender conflits and deminishment of rights woman. 

[Guadalupe Moreno]

I think this is such a great Idea! It is very rare when sexism is incoporated in hisotry course or even ethnic courses. Within Ethnic course, the main focus is the colonial affect they have to fight and deal with but it never focuses on gender roles. It is great that you are incoporating this into your curriculum because it sheds an uncommon light on women.

[Guadalupe Moreno]

This is a great connection to be made. Most importantly it can be compared to China's attempt to do the same. It shows how it opened up the opportunity for Japan to become one of the powers and move into becoming a top player amongst the Europeans. 

[Bin He]

After class, I discussed the influence of Bushido culture on contemporary Japanese society with my friends in Japan. There are some interesting findings:

 

If you think you have made a mistake in Japan, even if it is just a tiny mistake, you should not find all kinds of reasons, but first admit your responsibility and then apologize. This attitude is called "いさぎよい." It can be translated as "happy, courageous, not cowardly."

 

On the contrary, if you know you are at fault, you will never apologize. No matter how reasonable the reasons are, you will be regarded as "いさぎよくない (not happy)" and will leave a terrible impression on the other person.

 

 "いさぎよさ" was particularly important in the age of the samurai, and it can be said to be the most crucial concept in the morality of the samurai. A samurai must fight for his master. If he is defeated, it is by "いさぎよい" to die quickly. It is very shameful to run away and beg for mercy from the enemy. That's why there is such a famous "cut belly (せっぷく)." If the samurai fails to fulfill his responsibilities, the samurai will cut his belly and kill himself. "Chrysanthemum and Sword" also talked about Japanese non-surrenderism. The Japanese think that the life-saving equipment in the U.S. fighter jets is "feeling and cowardly (ひきょう)." For the Japanese, their reputation means fighting to the death (死ぬまで戦う).

 

 

[Anastasia Brown]

The fact that Japan was so fearful of the foreign influence and were able to close off their country was a position that I am sure that China wish it could have done. They were able to escape the chopping up of their country by the European powers and the Chrisitian missionaries. By regulating them to the island Dejiima. They were able then to keep their culture and country whole until the Americans opened up Japan by threats. But it surprised me how Japan then became more dominant in the short period of time to surpass China's influence. It helped create a solid foundation to go forth and know what their country wanted and needed. In teaching this and showing my class that Japan became a colonizer rather than a colonized country.

[Johnny Walker]

I was interested in Professor Pitelka’s explanation of why it was easier for Japanese to avoid the plague of the 14^th century even though they had contact with the mainland. He mentioned that frequent bathing as well as tea drinking (involving the boiling of water) were cultural practices that served as unintentional prevention of pandemic disease. I’m curious about the tradition of the bow and if it also fits into those descriptions. As it relates to Covid, our new ways of greeting each other have certainly changed. And, as we consider ways in which to adapt during the pandemic or even to fundamentally change our future behavior, cultural practices can play an important factor. The firm American handshake and especially the cheek kiss (as the French greet each other) are excellent vectors to spread disease. When did the traditional bow come into practice as a greeting in Japan, and would that also be considered another cultural prophylactic to the spread of infection? Is that something that would also be adopted in other cultures? I think of the ritual washing in Islam as well as the dietary restrictions and cleanliness inherent in kosher practices that have also served to protect Muslim and Jewish communities from disease or illness. Is it time for other cultures to jettison some of their traditional behaviors that threaten the safety of our communities?

[Deirdre Harris]

Thank you so much for sharing this wonderful Haiku lesson above.  My students learn about Haiku's in 2nd grade and on up through their formative years, but this is much more structured, and specific to a learning goal, subject matter, etc... I appreciate how you list the specifics, It must be about nature, be positive, etc... and then how to display these poems perhaps with a picture that you painted.  I have done something similar when I taught a 2/3 split one year, with Haiku's about nature, and we all did leaf rubbings, and paintings with watercolors.  Not only did it brighten up the environment, but the children were learning and felt a sense of pride with their finished work hanging up on the wall.  I don't grade art, as I believe that it's interpretive but it's nice that you have students who put so much thought into their work.  Thanks again for sharing this idea.  

[Deirdre Harris]

I enjoyed learning about the warriors from the Chapter 12 reading, from earliest times to 1600, offered by Professor Morgan Pitelka.  It was fun to read about how the Japanese Emporers wanted their military leaders to explain how they would defeat the enemy.  From what I remember from the reading, each province had a gundun, a military group of footmen to protect the area. Extra units were placed in the North to protect from invasion.  Much of what we know about the war came from these writings called "war tales", or gunki-mono.  I loved reading about a young warrior "Yoshie" who was fast, and accurate with his arrows, and the writings tell of his great almost non-humanlike prowess at defeating almost a whole army, one evening single-handed.  He had nothing to gain but his stature, and boy did he become well known.  

I also enjoyed hearing the story where the younger warrior is explaining to the Emporer how he will destroy the enemy, and he says he will surround them on 3 sides of the palace with fire, lighting each side, and forcing them to flee in one direction, where they will have their entire group of soldiers waiting for them at this last possible exit.   It seems that the older audience listening to his plans don't approve of his methods, and explain that these types of rash ideas are unorganized and not the type of winning strategy they were hoping for.  But this is exactly what did happen, in the story.  They do exactly as the young, skilled warrior described, and it was successful. 

Again, I think even though the reading would be a challenge for my 4th grade students, I think they would enjoy having learned about these Way of the Warrios tales.  Discussing war strategies, reminds me of the game battleship that so  many of the young boys love to play as children.  Again, using geography would be an added dimension for showing where these battles happened, and teach history at the same time.  Comparisons could be made to WWII battle strategies.  

[Taylor Bub]

I really like the quote you pulled out. "Though I think you are an unworthy enemy..."  To give an idea on how to incorporate this into a lesson, you might provide students with quotes like the one you mentioned and have them discuss the views on war from a Japanese perspective.  Then students could be given an similar or differing quote about war from a similar time period but a different civilisation, (I'm thinking the middle ages possibly?). Then students can dissect this quote and compare the different perspectives on war across the different cultures.

[Deirdre Harris]

I very much enjoyed learning from and listening to Professor Pitelka's first video where he begins to explain the System of the Ruling Elites in Japan in the 12th -13th Century. By using the several blocks who seemed to have a checks and balances kind of way of ruling, the Emperor shared power with the Shogun Kamakura, the Imperial Court, and the Buddist Temples.  Facing threats from the Mongols after thay had done their damage in China, had decided to try their luck on conquering Japan's island.  They had successfully crushed Korea, so why would they think they couldn't do the same in Japan?  From what Professor Pitelka shares, the Japanese are very aware and know what is coming, and prepare very well to repel and defend their islands both by sea and by land, and are successfully able to resist this attempted takeover.  Twice, (once in 1274, and again in 1281) the Mongols attempt to conquer islands like Kushu, and with the help of the Divine Gods who supplied the typhoon, helped destroy the ships with the bad weather.  People look for proof of this by the art of the time, where Professor Pitelka shows a Japanese painting depicting the shoguns boarding the Mongul ships, and definitively turning the tide with the weather's help, and defending Japan both times. 

He goes on to explain that the Monguls were not a proper Navy, and didn't normally attack by sea, but had a history of winning wars by land more often.  Sadly, the Japanese leadership do nothing to reward their hard-working shogun warriors, who soon become dissatisfied with lack of payment, or any type of recognition.  The shogun leave, and sone of them become bandits, and others drift off and ultimately lay in wait for innocent travelers who, by the 1400's are complaining of attacks by "Evil Bands" of robbers, who were these retired shogun most likely.  

Finally, Emperor Go-Daigo decides to resolve Japan's government problems, and is able to restore the Imperial Rule with the help of the Warlord Ashikaga Takauji, who soon betrayed him.  He then creates a different shogunate leadership consisting of 3 temple complexes in Kyoto.  It seems that the government shifts back and forth from Imperial rule to multi-system rule a few times, before things settle down.  When the leaders of the Three Temple complex flee to the mountains, some go north, and some go south, each claiming to be the authentic leaders.  The South it seems had taken three sacred items, a sword, a mirror and a bead of some sort.  This North vs. South back and forth seems to have gone on for 26 years according to the Professor until finally in 1385, Ashikaga Yoshimitsu reunifies the government once again.  He managed to do it by offering compromises of alternating power between the two, which did the trick.  He became a very effective ruler and a patron of the arts.  He built his palace in Kyoto, where he entertained cultural and social rituals, and built the infamous "Temple of the Golden Pavillion" which still stands to this day in Kyoto.  It is supposed to be very ornately decorated with gold foil, with 3 different levels.  It does make one reflect on how the governments struggle to find the best way to rule, and how different skill sets need to be in place for Imperial Rule, versus groups of people.  So many factors play into leadership success, but it's very interesting when told by a skilled teacher. Thank you.  

 

 

[Cynthia Jackson]

Although Mongolia is in East Asia, Massachusetts standards only ask that students can identify it on a political map. However, it has become clear the Mongol invasions played a large role in medieval Chinese and Japanese history. Since one of the standards states, “Describe the impact of encounters, such as through trade, religion, and conquest, among the ancient civilizations of China, Japan, and Korea,” I think teaching the Mongol invasions across China, Korea, and towards Japan can explain the transfer of some cultural practices in the 13th century. Comparing the Mongol invasion to the Columbian Exchange, which students will have already learned about at the beginning of the year in our Central America & Caribbean unit, will provide a framework for understanding the ways conquest and colonization spread culture. Additionally, it can provide an opportunity for students to identify Mongolian culture characteristics that were passed on to China and Korea.

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