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Cynthia StultsI really loved how Professor Yamashita utilizes the examination of artifacts to teach about Japanese history and culture. We often want students to practice making observations about "visual text" and see what conclusions we can draw based on those observations. In discussing the history, material, and uses of the objects or achitecture, so much information is able to be taught, but in an engaging way. Many elementary teachers (haven't heard about many middle or high school educators) are implementing cognitively guided instruction in Math (CGI), in which teachers base lessons on what ideas students come up with to solve problems. As I watched Professor Yamashita use this teaching method, it very much reminded me of CGI, where students make observations or offer solutions, and then we teach concepts based on their current level of understandings.
Cynthia StultsBillie, I also watched this one, and loved it. I also love your ideas for using this to discuss class differences and perspectives.
Cynthia StultsAs a proponent of arts integration in school, I'm always looking for ways to tie in arts to what we are studying. Music has strong ties both to religion and culture. I found that Dr. Anderson's presentation was a great surprise. I had wondered how an ethnomusicologist could contribute to the discussion, but I was amazed at how this one form of music, the Muqam, could be used to track when the government changed its stance on the Uyghurs. The Muqam was incredibly prevalent in their religious practices and had spread as artwork in restaurants, to being behind the design of the 12 Muqam's square. For the Chinese government to go from actively promoting this form and funding its preservation, to curtailing performances is incrediby suspicious. This rerpression of cultural/religious music as a means of control and forced assimilation has happened throughout history. If the party in power (or trying to take power) can eliminate or minimize the religion and culture of those they want to control, they can eventually force assimilation if those traditions and practices are not somehow passed down. This presentation demonstrates that we cannot discount the importance of the arts.
Cynthia StultsDr. Kurban's testimony and presentation were incredibly moving. To hear how the prejudice against the Uyghurs began decades before the reeducation camps were reported to the rest of the world takes it from cold words on a page, and brings humanity and emotion- basically it brings it to life and makes it real. I truly believe that if we can make historical issues connect with students on a personal, human level, they will care more about the topic we are studying and then leaern even more than if it is just words on a page. Personal accounts, be they diaries, journals, live or pre-recorded testimonials are the best way to make deep, human connections with our students. Even now, students need to know the importance of recording personal accounts of historical events. They are a tech savvy generation. They need to make a record of both their experiences (this pandemic would be a great example), but they have parents and grandparents who have witnessed "historical" events and have stories and testimonies that need to be recorded and documented.
When teaching about more ancient cultures, this can be a harder task, as stories and accounts were passed orally, and not always written. In that case, the best option I can currently think of is to have students use given circumstances of the time, place, and what was occurring, and try and create a personal account of a person living in that time period.
Cynthia StultsThere are many benefits to being open as a country. If you are open to foreigners, they can introduce advancements in technology and science, bring new, desirable trade goods to the country, and bring fresh ideas that might help to solve issues inherent within the country. The risks of being open are that you risk losing part or even all of your identity. I once hear a nation defined as: borders, language, and culture. If too many foreign ideas are brought in and assimilated, then your culture, politics, ideology, and possibly language could be changed, and then a nation is no longer how it used to define itself. Some would welcome that in the name of progress, some might value their roots and traditions more.
Cynthia StultsIf I were to summarize what this first emperor of the Ming Dynasty valued, I would call it anticorruption and integrity. In his proclamations, he expects officials to be above reproach and inflicts harsh punishments (even death penalty) upon those who are found guilty of accepting bribes or abusing their position. He is also angered by those who lie about their misdeeds. By pointing out his own crimes (taking the concubine of a conquered foe), he sets an example of integrity. He also values small government that is focused on serving the people. He dislikes that so many are idle by giving themselves made up titles instead of being productive citizens like the farmers. He was also angry that these made up positions put more distance between commoners and those officials with real power. I suspect this comes from his underpriviledged upbringing, during which he likely witnessed and was the victim of such corruption.
Cynthia StultsThe Song of Everlasting Sorrow uses beautiful imagery to convey this all-consuming love, but the question I had, upon reading it a second time, was if, inaddition to being a testament to love and faithfulness, if it is also a cautionary tale about the negative consequences of excess. When the emperor met his love, he let all the cares of the world fall away. He neglected his kingdom, and I might argue, that the wars and battles that resulted, and then the loss of his love could be viewed as consequences/punishment for his dereliction of duty.
I very much connected with the 4th poem between Wang Wei and P'ei Ti- The Pavilion of the Lake. As I read, it reminded me of the times when my parents come from out of state for a visit. Much like the boat, my car and spirits feel light as I navigate traffic to the airport, and when they leave, I feel solitary (as the moon) and my perspective can be a bit skewed towards viewing/interpreting things in a more melancholy way (hearing the monkey's cries from the depth of the valley).
Cynthia StultsAlma, I thought it was incredibly interesting that your father thought that he should only share the stories that were a "victory" for him. As we do look at history, the most familiar story is that of the "victor" or group that was in a power position at that time. This is when it becomes important to seek out other accounts from groups who "lost" or were not in the power position. I also do wonder about how human pride affects our reporting/retelling of events. I think that on one hand, humans are prone to exaggeration- it was either an incredible win by heroes, or the defeat was due to a vile, evil, powerful enemy. This could also be a generational concept. I think that older generations put a premium on pride (don't ever let them see you cry- that's a sign of weakness), whereas our millenial "snowflakes" are more open to expressing both positive and negative emotions. I sometimes view social media as our current primary source documents, and typically our accounts only share the best parts of ourselves, and when we share struggles, or the negative things we experience, people are uncomfortable or quick to consider it TMI, that shouldn't be shared with others. I think we have to teach students to look beyond the surface of what was created for public consumption, and look at all of the circumstances, and what "hidden" effects those events and circumstances could have.
Cynthia StultsI really like your idea of utilizing the various philosophies into clasroom norms and character education. I had a similar idea to use this at the beginning of the year when we create our Class Constitution/Vision Statement/Mission Statement, it could give the students alternative ideologies to draw inspiration from, and help them decide if they want a classroom dictated by lots of rules and consequences, or use a hands off approach.
To get really interesting, the class could operate according to the precepts of a particular philosophy and for a day/week each group operates according to the precepts of their philosophy. Students could predict which philosophy would prove most successful for the class, and then students could analyze what their experience was by the end of the day/week. After experiencing a clasroom run by each philosophy, students would likely have a greater understanding both of how our classroom could be most successful, and which philosophy works best for them as a learner. This could help them identify how they can/should study and work.
Cynthia StultsI came back to revisit the latest comments from earlier sessions, and I cannot help but wonder how COVID-19 is affecting China's current populaiton dilemma. While China is officially reporting that about 4,500 people died from the virus, other organizations suspect the numbers could be significantly higher. As we have observed, COVID-19 has a higher mortality rate in those with underlying health conditions, and older individuals (especially those who must be in skilled nursing facilities) typically do have more underlying health conditions. I am very curious to see an age breakdown of China's COVID-19 deaths, and if this will impact their populations age ratios in terms of young vs old.
Cynthia StultsSomething that struck me with Shotoku's constitution was the lack of very specific rules. I cannot imagine our country operating under such a vague constitution, but then recalled I once read of a western religious leader who, after being asked why there was not a long list of dos and don'ts for the followers, said something to the effect of "I teach the people correct principles, and let them govern themselves." This seems to be a very Confucian, possibly Buddhist ideal- the idea that people are basically good within, they just need a bit of guidance. It always amazes me how much similarities there are in philosophies all over the world. It always raises the question within me of how much of these ideals are borrowed, and how much are just universal desires that are just intrinsic to humans?
Cynthia StultsMeghann, your idea of using the shrines to act as a visual stimulus totally inspired an idea for my classroom. For English Learners, we utilize a visual text to help them develop conversation skills. All of my English Learners are from East Asian countries and I think that even starting with one shrine at a time and having them discuss what they observe, what happens there etc. would be engaging, but to then reveal which country they are located in (if students are unfamiliar) would bring an entirely new perspective and would inspire even greater discussion about architecture in their home countries! Thank you for the idea!
Cynthia StultsI agree that an activity comparing and contrasting the 17 Articles with Chinese ideals is a great exercise in identifying the commonalities between geographical neighbors during the same time period. I'm not sure if my fourth grade students are quite ready for that right away. I think this could be a good exercise to begin with school and classroom rules. It would be interesting for students to identify what "rules" or values are enduring from ancient times even through the "constitution" of an elementary school and classroom.
Cynthia StultsI thought that Article 10 definitely hit on some Buddhist ideals- it brings up the idea of who can really decide and say what is right or wrong, and implies that all of us have the good and evil side within. It also brings in the idea that there are few people who are enlightened enough to be considered leaders or sages, which is why the final article seems to suggest that the best way is to consult and learn from others
Cynthia StultsHow horrible that my own parent would break one of the laws that were put in place only to protect me and the rest of our country! In order to avoid chaos, my sinful parent must face punishment. I will turn them into the local magistrate, for they have the prescribed punishment for their crime. Whatever the punishment is, my parent deserves it, they broke the law, and the law must be satisfied.
