Session 8 - Classical Japan, 4/17

[Anonymous]

Prof. Yamashita was one of my favorite lecturers from the last time I was able to participate in this seminar. I really appreciate how he structures his lectures in historical puzzles. I will try to incorporate this into my teaching. The part of the lecture that fascinated me the most was about the courtship patterns. I thought it was so different than today. It reminded me of the french play Cyrano de Bergerac. It also reminded me of the way young children participate in courting. Very indirect. I will use it in my teaching when we talk about changing gender roles in history.

[Anonymous]

I thought this was a really great and thorough introduction to the history of Japan. Professor Yamashita did a really great job, and his passion comes through. I like his little personal stories as well of his visits and travels! I found the information about Shinto and the kind of mystery of Japan's ancient history to be most interesting, how there was a kind of blending of two different groups on this island chain, and how we're not sure why or exactly how the "keyhole" tombs were made, or what inspired them. Really interesting! And I thought the story of the Pillow Book was just great, and could definitely see using that in a lesson with my Advisory class of 11th graders, getting them to think about class issues and how different perspectives can influence your views.

[Anonymous]

To elaborate on implementing "The Pillow Book of Sei Shonagon" into my teachings with 5th and 6th graders, I would create a PowerPoint of images that reflect "In Spring It Is the Dawn" and "Adorable Things". This presentation would be presented before the students read the actual diary. I would have students write down their thoughts and feelings of any images that has a strong impact on them. After the readings, I would ask students if their thoughts and feelings of those images match what Sei Shonagon described in her diary. Using a compare and contrast chart, students would have to analyze the two entries for commonalities or differences between their opinions and Sei Shonagon.

[Anonymous]

Another activity I would implement, using "Adorable Things" from Sei Shonagon's Pillow Book would require students to do a close read first. Next, students would have to annotate the text for clarity. The objective would be for students to create their own dairy entry following the topic "Adorable Things." This narrative writing piece will allow students to examine and evaluate another writers perspective before creating their own.
edited by tphillips on 5/31/2017

[Anonymous]

I found the account on the Eastern Barbarians of China interesting. The focus on females as equals to males is what caught my attention the most. I thought of the lesson I covered on Japanese male samurais this past semester and how it kept my students engaged. However, when I introduced a primary source detailing that there were female samurai, my students were over the moon and wanted to discuss further the role of women in the military. I had to change my lesson the following day because students wanted to discuss gender roles and norms in present day society.

[Anonymous]

These sources will be very useful with my Honors class next year. I think that spending a day or two discussing the history of classical Japan can open up a greater understanding of events that take place during the rise of Modern Japan. I'm not sure how much of it I can use with my regular classes, but it will certainly help drive home to my students that Japan did not simply spring into existence about the time of Commodore Perry's arrival, as one might assume since the standard text doesn't address Japan until it has contact with the west. This is one of the problems that exists in World History. It limits itself to a western-centrist point of view. Until Europe becomes involved, then effectively the East isn't a factor in the world view. While I can understand its purpose, taking into account the limited amount of time we have to teach history, it still sublimates the world view to a western one. This is definitely an opportunity for enrichment.

[Anonymous]

In teaching Classical Japanese literature and relating it to English literature, the part about marriage politics would be great to discuss with students how this is common practice in many other cultures as well. This also brings about the idea of marriage politics that is seen in many English literary works. This also brings about the idea of the role of women.

[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 the female line.

[Anonymous]

Semi Shonagon in her pillow book shows social hierarchy in that she is watching working men eat their meals. One can infer that Shongon 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 this things. And how she's 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 learning about Kami, it reminds me of the anime, Dragonball Z that I used to watch as a kid. Re-watching them as an adult and from learning about Japanese religion from this seminar, the anime has many references that are rooted in religion. As a multi-modal lesson, I would show episodes of Dragonball Z that depict the different gods (kami) and the shinto which is the way of the gods. We would also interpret and compare the depiction of the underworld and the different rituals as well that are performed. The main character in the anime is able to communicate with the gods and is a kind of shaman with unique powers.

[Anonymous]

In early Japan, kami is the object people used to worship Shinto. It can be a human being, a bird, a tree, a plant, sea that anything possessing super power. Offering of the firstborn of a household like the first fruits of the season is a type of worship at a Shinto shrine. It was similar to that of a Buddhist temple where Chinese people offered fruits and other tangible things to worship a Buddha. My students would learn the similarities and differences of religious worship in ancient Japan and China.
edited by Lin ZD on 6/15/2017

[Anonymous]

I really enjoyed Prof. Yamashita's lecture on Classical Japan as it brought more insight into the origins of Japan. I must admit that prior to readings the required materials and attending the lecture, I was not too aware Japanese origins. It was interesting to learn that the Japanese adopted many of China's ways of life. Although, Japan migrated from different locations and had build their own culture, it is understandable that the group of people wanted to affiliate their culture and ways of life with those other cultures around them. I also enjoyed Prof. Yamashita's style of presenting information. The puzzles were engaging and kept me on my toes, it is definitely a good strategy that can be used with high school students.

[Anonymous]

According to Sources of Japanese Tradition it is not known exactly where the people who came to be called Japanese originated, but “the mainstream of cultural influence came from the continent by way of Korea.” This means that much of Japan’s bloodlines, as well as its religious, cultural, and political traditions originated in China and Korea. I find this fascinating since Japan came to view their Asian neighbors as sub-human during their period of military expansion following the Meiji restoration. Although they were defeated in WWII, Japanese nationalism persists and finds expression in unresolved matters such as the Liancourt Rocks dispute and the “comfort-women” controversy.

[Anonymous]

Exploring cultural or national origin stories in the class room is interesting and a lot of fun. Creation stories can tell us a lot about a people’s values and perspective on the world. Take Japan for instance. The earliest chronicles of Japan’s origin stories come from the Kojiki (Records of Ancient Matters) and Nihongi (Chronicles of Japan) written in the 8th century CE. These texts explain that in Japanese cosmology there were 12 deities that existed before the land. The last two of these were Izanagi and Izanami, who were directed by the other deities to “shape the land.” Together they used the “spear of heaven” to create the island of Ono-goro-jima or “pillar of the land.” Next they assigned themselves gender and created the idea of marriage, and finally through their union they created the other islands of Japan. There is lots more, of course, but what can we tell about Japan from just this beginning part? Japan’s origin story is polytheistic; the presence of a spear used for creative purposes could be interpreted as the importance of war in creating civilization; also, gender roles are given an authoritative source. On this last point, it is telling that when Izanagi and Izanami adopt their gender roles and meet as man and woman for the first time, the man is angered that the woman speaks first: “I am a man, and by right should have spoke first. How is it that on the contrary thou, a woman, shouldst have been first to speak? This was unlucky. Let us go round again.” We can devine from this statement that Japan is among the paternalistic societies of the world, which could be a good place to embark on a conversation about gender.

[Anonymous]

According to the assigned reading, the classical Japanese state-building process was influenced by three Chinese political texts from the 7th and 8th centuries. One of these, The Difan (Plan for an Emperor), was penned by Chinese emperor Tang Taizong to give advice to his successor, Tang Gaozing. Section One of the Difan begins by proclaiming "The people are the origin of the state. The state is the foundation of the sovereign." Although the text is not describing the Western liberal political ideas of the social contract and popular sovereignty as we know it, it does seem to imply that the legitimacy of the sovereign's power is dependent to some degree upon the "will of the people." This point could be made in a government class, that all governments must (at least appear to) be responsive to the people they purport to serve. I would have students compare this to The Declaration of Independence, which states:

That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

In Section 5: Accepting Remonstrance, the Difan offers a method by which the king can remain responsive to his subjects by means of a "petitioners drum (tao)" and "Complainants' tree." I would have students compare this to the First Amendment of the U.S. Constitution, which states, "Congress shall make no law ... prohibiting...the right of the people peaceably to assemble, and to petition the Government for a redress of grievances."

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