Session 8 - Classical Japan, 4/17

[Anonymous]

I have thought a lot about our speaker from last week, Professor Ye's, thoughts on religion and Chinese beliefs about religion and how they relate to other cultures and creation myths. Professor Ye spoke about religion as a need for humans to understand or come to terms with death, and life's purpose. Professor Ye, believed, like I do, that religion was born out of fear. However, looking at this weeks Japanese origins, we move back to the creation myths and the idea of this vertical cosmology where the spirits speak to a ruler, and then the ruler brings a sense of control and security to the people. The belief and need for hierarchy in religion and government is one of the oldest practices in ancient civilizations.

[Anonymous]

From tonight's lecture, I learned that Japan and Korea adopted the Chinese character at the similar stage from China-Tang Dynasty. Tang Dynasty is considered the most prosperous stage in Chinese history. So not only Japan used Chinese characters for their written language, but also had 2 China waves.
I thought Chinese culture had influenced Korean more than Japan, but from today's learning, I realized that these three countries had been influencing each other in the history. There are so many similarities among them.

[Anonymous]

It was a real pleasure seeing Professor Yamashita again and delving into the early history of Classical Japan. A number of things he talked about opened doors that I had not previously been aware of. The possible Polynesian origins of some elements of Japanese culture, along with the influences of migrations from northern and southern Asia create a Japan that, like so many other countries, hints at a multi-ethnic foundation not dissimilar to modern America. (If only we could get over ourselves and admit it.)

[Anonymous]

Before this week's session, I had basic ideas about the cultural diffusion in the early history of East Asia. For example, I was not aware of the "hybrid" system. As a result, I was thinking back when I was teaching 7th grade world history. Then I realized that last week lecture on Cosmopolitan China about the big idea of how "foreign ideas are absorbed and transformed". Therefore, if I have a chance to reteach the 7th grade lesson, I'll start from such big idea. Also, middle school and high school students can really relate well to Sei Shonagon and the Professor Ye's teaching strategy of puzzle story-telling.

Question: Ideas and products were absorbed and transformed in early Japan, were there any major idea/product that went the other way?
Does any one know a good source for the many rituals of Japan? i.e. what to do and not to do?

[Anonymous]

What an interesting class last night was! I am super engaged when it comes to society changes and when the question of why its important is asked. I also really enjoyed how Prof. Yamashita lead his discussion with "puzzles" was a wonderful way to keep the sections short and engaging. I think I might use that in my own classroom!

[Anonymous]

I found the idea of the "puzzle" style lecture very clever, it makes me think of the presenter view from google slides, and kahoot. I hadn't thought to incorporate an outline to guide the students thinking towards the questions, I've only ever used notes in my class - but I have several students that this method would benefit. The "Sources of Japanese Tradition" certainly play into the newest history framework that California adopted. I think the idea of using a glossary to start is a good idea, but I might have to make them into anchor charts with my students while going through the histories to develop a better understanding for my students.
edited by canderson on 6/15/2017

[Anonymous]

After reading the articles and digesting Samuel Yamashita's lecture, I feel more comfortable with the information I know about Japan's origins. In my opinion, it makes sense that the Japanese people would adopt so many of China's ways of life. I think about it from a new born babies perspective. Babies imitate and adapt to what they see around them to conform to "life". Although, Japan migrated from various locations and already had a "culture", I still understand the need to affiliate their "culture" with those other cultures around them. The outlines and puzzles provided was a great way to keep me engaged and allowed me to preview what is to come in this lesson. This type of instruction will definitely be beneficial with all students. What I found most interesting and I am sure my students would also, is Sei Shonagon. I can teach a weeks lesson on her alone. So many questions generate when learning about her and reading her "Pillow Book" diary. I would also implement a lesson researching the pre-historical evidence of the Japanese people. I think my 5th and 6th grade students would enjoy researching the different blood types and finger print patterns of the Japanese to make personal claims of where the Japanese originated from.

[Anonymous]

I also wanted to add my idea of implementing a lesson focusing on the similarities and differences of the Jomon and Yayoi pots. I believe that my 6 grade students would be interested in analyzing the pottery of both to identify similarities and differences. Hopefully, this task will engage them into thinking which group was influential in the others creations. I would then tie in a modern topic of current American form of art to further the idea of "using others ideas" to better ones own idea.

[Anonymous]

My biggest instructional take-away from this class was the Pillowbook by Sei Shonagon. The candid and simple quality of her writing means it is accessible and relateable to my students. I think my ELs will love the observations and lists she wrote, because they are funny yet very honest. It would function well as a mirror text for students to write their own experiences and preferences.

[Anonymous]

I have learned about the different social structures of the Japanese. Family and lineage are also the most important to the Japanese. This undermines merit based systems. Emperors are young princes who heard a lot of differing stories about lineage and family line.

[Anonymous]

Sei Shonagon in her Pillow Book shows social hierarchy in that she is watching working men eat their meals. One can infer that Shonagon does not understand the concept of hunger as she is of the noble class. It is interesting how she views others especially the lower class which is in a negative way. She is brutally honest about these things. And how she views the ideal man shows how she interprets what a man can do and how they should be. The one that is most interesting to me about the ideal man is his ability to write poetry.

[Anonymous]

In general, I believe you can find source information of not only Japanese Rituals, but rituals for most cultures on line. Being old school, it amazes me the amount of information that can be obtained with the internet. All one has to do is vet the site through its credentials.

[Anonymous]

The excerpt from Sei Shonagōn’s Pillow Book was a great exercise for characterization. Asking students to identify the noblewoman’s perspective of others was a good thinking exercise. I’d be really interested to see more passages to build a character description of Sei Shonagōn, especially her lists. It would be a good exercise for students to write their own lists in her style and perhaps compile a Pillow Book of their own. I think students would enjoy pretending to write as a noble person.
edited by lsetiarto on 4/22/2017

[Anonymous]

I really appreciated the handouts provided during class today. The guiding questions also helped me focus my attention to key topics explored by the professor. My students would also find this very helpful at the beginning of a unit in order to refocus their attention to the main themes/topics/ essential questions. I will implement this with my students and look forward to finding out how it helps them in their assessments.

[Anonymous]

Professor Yamashita was an amazing speaker and I really enjoyed this lecture. I found a few things extremely funny and interesting. The first was when he stated that "The Pillow Book" was "The Housewives of the Imperial Palace". It is great when pop culture can be compared to history so the students can relate to the information given in class. I also did not know that rice was a "rich man's food" during Classical Japan. Since I teach 7th grade this is great information for me to share with the students.

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