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AnonymousLike a lot of people have already posted, I really enjoyed learning about the castles. I especially enjoyed learning about the structure and location, in regards to the purpose of each type. I often talk discuss the topics of oppression and hierarchies with my students, and something that came to mind was whether the people of the rulers living during both styles of castles felt differently about their rulers. For example, living in an era where the ruler lived on the mountain top overlooking the city may have made the people feel like the ruler was unreachable and unapproachable, as opposed to a ruler that was living on the flatland among them.
AnonymousOur seminar series is based on the historical periods leading up to the year 1800. It is also important not to only offer Japanese literature when it comes to Japanese imperialism, but having a World War II unit of study that includes Japanese literature is a must for teachers who offer an units regarding the last world war. A few pieces of literature popped up in my mind during the three seminars about Japan, and I wanted to share them with the seminar cohort. The book In Praise of Shadows by Junichiro Tanizaki offers students the chance to see the Chinese influence of Japanese art from a Japanese perspective, while the story "The Beefeater" by Kanagaki Robun is a fictional story about the increasing Western influence on Japanese diets. A background essay would also be an excellent introduction to the Meiji and Taisho time periods where students can get some background knowledge of Japan during the early 20th century. Lastly, I want to mention the book Kamikaze Diaries: Reflections of Japanese Student Soldiers by Emiko Ohnuki-Tierney. ELA and world history teachers that I have spoken to over the years will offer a World War II unit, but will a) focus on the European theater or b) will offer Hiroshima by John Hersey. I have used the book by Hersey in my curriculum, but I am adding Japanese literature to that time period as well. Kamikaze Diaries is one such source. Although to book is mostly analysis by the author regarding the diary entries, excerpts of the diary entries can be used as short reads in class in order for students to see day-to-day life of Japanese people during their war experience.
AnonymousMohism the Mohist Way
The structure of this class set up was fun and engaging. Representing our chosen philosophical traditions, through implied situations and problems that we may have to handle at the time of (470-391 bce). We looked at attacking the theories of Confucianism’s ideas on relationship, obligation and loyalty. Seeing as Mohist, were built on universal love, disciple and cooperation. They believe on one being apart of a whole and the idea that you are your brother’s keeper. Thereby creating greatness in the world. Through debate and expression we best expressed our individual sides, related it to the politics, music, education, gender roles and laws of that day, and it was a great way of expressing and understanding the differences and truths of each school of thought.
AnonymousIt is a very interesting reading about the relationship between foods and five major organs in our body. Those are, liver, heart, lungs, spleen, and the kidney. According to this approach to an understanding of disease, these organs have their taste preference. We need to care for everyone. The heart is the most important of the five. According to the reading if the heart is well the other organs will function well too. And the one food item we most include in our diet is tea.
edited by edelafuente on 6/20/2016
AnonymousThe tea ceremony developed into a very symbolic art form, with everything from the cleaning of utensils to the pouring of water to the way it is sipped.Wabicha developed as a way of bringing together "harmonizing" the Chinese and Japanese taste or things, customs, ideas and ways.
From the reading the art of wabi was three different kinds of beauty, 1a simple pretentious beauty, an imperfect, irregular beauty and an austere, stark beauty.
The tea ceremony had many purposes, such as a prolonged life, because many Chinese people view tea as something medicinal, the ceremony was also spiritual and began with a purification aspect of the ceremony.
there is so much to the Tea ceremony, all cultures do it slightly differently, but they are all respectful and ceremonious and intricate and full of purpose.
AnonymousI know my students will be interested in castles and warriors. I can use castles from around the world for this lesson. Honestly prior to taking this class I would of never even considered using castles in Asia. My students are obsessed with Minecraft. I know a few of them are working on building Medieval castles. A couple of students asked to come in during lunch play time to view this video tutorial https://www.youtube.com/watch?v=T87o0g8DSNY. The video is giving children directions on how to construct a Minecraft castle.
cgaoPlease download and read the following attachments for:
Session 6 (4/4) on Classical Japan and
Session 9 (4/25) on Warrior Japan
edited by cgao on 3/29/2016
AnonymousAs I heard about the prominence of the warrior class in Japan, I wondered if Japan could have had had the makings of what we know today to be military juntas. In learning about various military juntas within the context of Latin America, it seems that just as many of these countries, Japan has a prominent military class and a political leader has mostly symbolic power. Later on in the lecture, Professor Yamashita mentioned that the Japanese are not so great at revolution as they are on incremental change. In thinking about potential classroom activities, I might utilize this dynamic for my 12th grade unit on forms of government. I might students analyze Japan during this time period and I might have them do a compare and contrast with contemporary governments that have powerful military branches that turned into juntas. I might have students draw conclusions as to why Japan did not count a coupe that would lead to a military junta.
edited by nramon on 6/23/2016