Sessions 5 & 6 - Cultural Revolution, 3/25

[Anonymous]

This was one of the best lectures I have heard. This was because Mr. Rittenberg not only has the personal experiences of a Cultural Revolutionary, he also has the broad view of History and a kind of journalistic sensibility that allows him to have a detached perspective. That combination of subjective and objective story-telling is something I have rarely experienced in an academic lecture, often where you are simply exception the personal. I greatly appreciated this talk.

As for the content of the seminar as a whole, there are many things I added to my AP class lectures:
1. Comparing the Cultural Revolution to the 60s and 70s in the US.
2. The notion of embodied memories
3. The idea of different forms of Communism, and the conflict between Chinese and Soviet forms of Communism and how that affected US International Relations.

[Anonymous]

I enjoyed listening to Guobin Yang’s presentation on “The Embodied Memories of the Chinese Cultural Revolutions.” One point that caught my attention was that of how older retired people amuse themselves as they listen to music from their earlier years from the MAO period. Although they may have been part of the Cultural Revolution, reminiscing on their childhood brings back good memories. In “How Societies Remember” by Paul Carton, the book delineates that by incorporating social memory into the human body, the memories of the past become carved into our own bodies. Because this time period was sedimented at a young age it becomes innate such as learning to read or ride a bicycle.
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[Anonymous]

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[font=" times="" new="" roman"]Session six presented by Dean Stanley Rosen was a real treat because I was able to watch several Chinese movies that help study the Chinese Cultural Revolution. [/font]Some movies that caught my attention were “Breaking with Old Ideas” (1975) setting the CR events using fictional characters to show real people and education. It demonstrated class struggle and how difficult it was for the lower class to get an education. In “Farewell My Concubine” (1993)- covers a period from 1924-1977 that shows a betrayal scene where people quickly turned on each other during the CR to save themselves. Which seems to have been a common practice at this time. “Coming Home” (2014) was a sad movie because after experiencing hardships in the CR the woman had amnesia. Although her husband never left her side, she believed he was away and one day would return to her. Sadly, he’s with the woman he loves but she would never know.
edited by jmartinez on 6/23/2017
edited by jmartinez on 6/23/2017

[Anonymous]

During the height of communism Mao Zedong was considered a revolutionary and rallied to the youth who would carry the communism. In Zhou Enlai’s speech he adds to say “If you yourselves or someone else has proven that indeed they are wrong or partially wrong then you should admit your mistake and rectify them”. He is looked up to and Enlai addresses that his thoughts and words are to be kept in mind.
edited by jmartinez on 6/23/2017

[Anonymous]

Thank you for sharing the imformation regarding the documentary. I thought it was interesting how the popular music during the time of the revolution provoked powerful memories for its survivors. I would be interested in finding the top songs during that time to incorporate some music timeline history for my students.

[Anonymous]

Viewing the plays of women singing and applauding Mao was very vivid and memorable. Showing clips of these presentations, dances, and songs would give them clearer understanding on how much he was revered. I would have students write a short poem or song about their understanding of the Chinese Revolution.

[Anonymous]

I would read the readings aloud to my 6th grade class. I would have to teach the meaning of Communism. I think my students would enjoy hearing from a female college student's perspective. We would discuss in socratic seminar the feelings, emotions, thoughts, and challenges of the main character and other college students during that time.

[Anonymous]

He and his wife's account of the Cultural Revolution was profound and terrifying. They are both very charming so it made it easier to
listen to and comprehend the many atrocities committed by Mao's army. I feel very blessed for the opportunity to meet and speak with
the Rittenbergs. Thank you for allowing us the pleasure of their company.

[Anonymous]

This article describes the effective use of films for propaganda during the 1950s and 1960s. At least 30 of these films were target children as the main viewers. The films created idealistic models for the youth of China to emulate. I find that an exploration in film would be very powerful in the study of propaganda for an 11th grade U.S History class to conduct.

[Anonymous]

Mao Tse-Tung’s time period was thought to be the most revolutionary and produced great feats. He believed in helping the lower class. Contrary to China’s Khrushchev, Mao believed in humanitarianism and not in specialists that hardly affordable health care that was often difficult to receive. Because of his ideologies many worshiped him. He provide healing or “salvation” to a woman who was mortally ill. As she navigated through the entirety of the passage Mao Tse-Tung’s teachings allowed her to keep in mind it was important stay calm. Just as many Christians presently follow the Ten Commandments, Mao Test-Tung’s teachings and ideas were looked up to and referenced in times of need.
edited by jmartinez on 6/23/2017

[Anonymous]

Despite the class primarily being about Ancient China, Mao Zedong has stood out as a central figure in the class. According to Mr. Rittenberg, Mao was a shrewd political operator who knew how to manipulate others and hold power. According to Zhou Enlai, he was a lighthouse of truth, upon which one could judge shore from ocean, truth from error. One of the things I find difficult to understand is the cult of personality surrounding Mao, in which his thought is the sole criterion of truth. It is not simply that Mao is a great leader like George Washington, or a father figure like Ataturk, or even a supermensch, but that he is the ideal figure, divine-like in authority and expression.

What modern individual is the sole arbiter of truth? It is hard for me to put myself into the shoes of the Revolutionary guard, or imagine myself a follower of Mao during the Cultural Revolution. Yet Rittenberg really gave voice to the youthful exuberance and authority that Mao held. He is not simply a government figure, a strong-man with supporters. I cannot help but wonder, in what way is his authority and legend a descendent of traditional Chinese views of the Emperor and royal family, if any? What philosophy or ideas or beliefs helped support his divine-like authority during the Cultural Revolution?

In any case, I look forward to reading more about Mao, and believe that I gave him too short shrift in my AP World History class lectures as just another dictator. Yet he rid the country of imperial rule, put down what seemed endless decades of civil strife, and set China on the path towards industrialism. He is a singularly unique individual, that deserves much more study in my classes.

[Anonymous]

Professor's personal story reminded me of how much I had loved reading Red Scarf Girl because of the informative empathy that is felt when a memoir or autobiography is read. I thought a lot about how I could bring this book and conversation into my classroom. It is still so relevant today in thinking about how people are persecuted for simply being themselves or being from a particular family. I was very inspired by his openness and story telling ability.

[Anonymous]

Agreed! I know his experience was very different that those less fortunate but it helped to give an insider's point of view. I appreciated his candor.

[Anonymous]

During this session, I really enjoyed watching the short film clips. I especially liked the first one title "Crows and Sparrows". It was a black and white filk clip that showed the struggles of tenants as they were trying to be kicked out of their home. The officer takes over and goes back and forth with the family to leave. There is a lot of anger, revenge, and distress shown in this short video clip. I believe it truly showcase some real life struggles during this time.

[Anonymous]

The excerpt from Mr. Rittenberg's book was incredibly captivating and informative. Before this class, I had never heard of the cultural revolution. Even after hearing it mentioned, the severity of the situation did not hit me. I was absent the day we learned about the cultural revolution so I was left even more in the dark with my misconceptions. After reading the excerpt from The Man Who Stayed Behind, I feel like I have a better understanding of what was going on during that time and how people were thinking. I can understand the goals and the ideals of the Communist party and can also see where and what went wrong. The part of the excerpt where Rittenberg talks about what it was like to be imprisoned and the routine he set up for himself resonated with me. He made sure to always keep his cell spotless and he had an exercise routine that he did. I am curious to know what happened to his wife and his children. Especially since he mentioned that he was imprisoned for sixteen years.

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