[Jacqueline Mercado]

Professor Cheng's thought provoking presentation of the thought and themes central to XuLung's writing was engaging.  One reason this was so was due to her approach to teaching and the methods she used to convery ideas to us.  I was impressed with the presentation of her lecture and how she modeled a constructivist approach to teaching and learning and what strategies she used to guide us in engaging with the ideas presented.  It is clear from her lecture that Professor Cheng encourages her students to reach their own conclusions and questions based on historical evidence.  I took note of her strategic use of photography. She seemed to seamlessly weave photographs that marked a period in history with specific details of time and place. She used photography to get us to look at and think like a historian as we analyzed the details in the photographs and what these might mean historically.  I noted how she provided clues and key terms to guide us in our analysis and observations of the visual text just like we provide our students when completing a close reading of written texts. Photographs are a rich historical source that can be used to help students understand historical context and encourage them to read the photograph to locate meaning and make inferences.  This impressed me with how the use of photography can be used to teach history as a primary visual text. I could use this strategy to introduce a topic or particular period.  Students can use photography to create historical narratives from multiple perspectives, emphasizing historical accuracy.  By using this strategy I could reach more of my students such as visual learners or English language learners who may be struggling readers. The challenge would be locating photographs rich in detail and from different historical times but would be worth the effort to implement these in lessons.

[Jacqueline Mercado]

Of all of the readings, I thought Preface to Outcry was the most compelling and it impacted me the most personally. On the surface, this reading seems simple as it is written in straightforward prose.  If we read it carefully, however, we sense there is a complexity in thought and feeling that draws the reader to read it countless times and leaves him/her thinking. This is just the kind of thought provoking reading I would like to emphasize with my students and have them engage with.  Its application to the classroom can be multifaceted and can be used to discuss many issues my students can relate to.  From our complicity to problems and self reflection, to how and if we see ourselves as agents of change in our lives and larger world, to the feelings of solitude and loneliness, to feelings of displacement and feelings like one does not belong,  a sentiment many of my students might experience, especially if they are immigrants and new to this country.  This reading can be used as a springboard for a discussion about some of these ideas.  My thoughtful students would appreciate the philosophical and existential nature of this short reading and authenticity of the writer's thoughts and feelings.  What struck me the most about Outcry is its tone of deep disillusionment, passivity and solitude that Lu Xun experiences.  While we can say that his tone and message is too doom and gloom to share with students, I think it provides us with hope and a positive message.  The act of writing can be transformative both for the writer who writes and the reader who reads what is written.  I think that Lu Xun's act of writing through which he conveys to the world his experience and ideas shows that he has hope that his writing might wake up some people from their passivity and cause them to self reflect and perhaps engage in social reform.  The act of writing itself is hopeful and can effect change in the reader and then the reader effect change in his personal life, society and larger world.  I think this can be a positive message I can relate to students.

 

[Jacqueline Mercado]

I think this is a great idea for a lesson plan.  I, too, was intrigued by the question regarding whether Marco Polo visited China.  After hearing about this in class, I looked up Marco Polo in the text that our school uses for world history only to discover there is a paragraph devoted to Marco Polo and it affirms that he was a Venetian traveler who marveled at the streets of China's city rebuilt by Kublai Khan.  This description does not provide much historical background and context and brings to light how incomplete the information in our class textbooks can be.  As tragic as this is, this creates an opportunity for me to fill in the gap with more updated information.  If I were to teach about this, I would present this question as a historical puzzle to be revisited in light of new information.  Students would engage with primary and secondary texts to supplement the school textbook and reach their own conclusions.  By presenting the issue as a historical puzzle, students are encouraged to think and write like a historian as they examine and cite the evidence in primary and secondary texts and present oral and written arguments.  I like the cross curricular aspect of this lesson through which both history and language arts standards are addressed.  This would be one way for me to incorporate historical thinking and writing as I work with my students.  Because I am not a teacher of history by trainning, I appreciate the ideas presented in this seminar because they deepen my understanding of history and cause me to think about ways I can incorporate these ideas in my teaching of world history.

[Jacqueline Mercado]

The plan to end poverty is surely optimitic and the question remains:  will China make progress in achieving this goal?  China's war on poverty and its efforts to eradicate poverty by 2020 appears to be a lofty goal and a daunting challenge. This is mainly due to the fact that the variables that determine poverty are multidimensional.  Many are the factors that determine poverty and the more variables that exist, the more complex the challenge becomes.  For sure, a modern China has emerged from Mao Zedong's era with a focus on urbanization and as a consequence, Chinese from rural areas are relocating to cities in pursuit of jobs and a potential middle class lifestyle. On the surface this looks like progress; however we see that the challenge of eliminating poverty is much more complex than the movement of people from rural areas to urban areas and an economy on the rise. As more Chinese are moving to more developed cities for jobs, other challenges emerge like the need for adequate healthcare, the need for a free education for their children, the need for affordable housing and the economic vulnerability of the working class comes to light.  An example of the complexity of the issue is the problem of affordable housing which affects quality of life.  As more families move to the cities, they find themselves living in substandard conditions to make ends meet. While they do have an improved income, their quality of life does not necessarily improve.  While on the surface the working class may seem to benefit from China's economic boom and urbanization, in reality these people face many other challenges that affect their quality of life.  It appears that this multidimensional aspect of poverty complicates the goal of eliminating poverty.  While one aspect of poverty is addressed, many others prop up in its place, the problem simply shifts.  The challenges that the working class face are substantive and in order to fully end poverty the effort by the Chinese government must be multifaceted.  Unfortunately, these issues are not particular to China but also to other industrialized nations like the US.  

[Jacqueline Mercado]

I also found Bill Bikale's presentation to be informative and an excellent overview of the history of a new and modern China as it specifically focused on the poverty challenges in China's new era. This "new era" language is particularly interesting because it encapsulates China's efforts to project itself as a new and improved China, worthy of being a world power.  This projection is not unwarranted for despite its human rights violations, Communist government and envrironmental crisis, China has impressively propelled itself as a competitive economic power, the second largest in the wold.  Given its history, what China has accomplished is nothing less than miraculous. However, this impressive economic growth has come at a price to the environment and the quality of life for the Chinese. Economic growth is a positive development, but without other conditions in place, we see that this growth causes gross imbalances and challenges as in the rise of income inequality, the need for affordable housing, healthcare and competitive wages. Given these new challenges that China now faces, one can conclude that growth alone is not the answer and the way for prosperity.  In their push for economic growth, the Chinese have inadvertently and inevitably opened the door to other challenges.  This situation is not particular to China, but also applies to other industralized nations such as the US.  Now the Chinese government's resolve to alleviate poverty with their war on poverty by increased employment and urbanization will fall short of its goal unless government securities are put into place to ensure success.   If China does not respond appropriately, the result will be more challenges. The crucial question that lingers is: how will China's government respond to this new reality and instability?  This is surely a complex issue and one with no easy answers.

[Jacqueline Mercado]

Conservation is such an important topic because the health of the Earth and its inhabitants depends on our awareness of these issues and because our reaction to these can either contribute to the solution to a problem or to the continuation of that problem.  As teachers we have the potential to make a difference in our students' lives and the responsibility to educate and inspire. What better way to do this than to inspire students to be agents of change in our world.  It is my opinion that good teaching involves this global dimension through which students are exposed to topics of larger and global implications and understand their role in these, whether this be in their community or the larger world like the African bush.  Simba's presentation reminded me of the importance of bringing such issues to the classroom with the goal to inspire students to effect positive change in the world. Simba's story is refreshing and unique.  Many of us may think about how to get involved in a cause, but not many of us have the courage to leave a comfortable life and country to assume a global citizenship and care for an issue deep to his heart: the preservation of the lion. His work is also unique because he does not only work to save the lion, but the tribe people who coexist with it with the development of a community based conservation.  When thinking about how I can incorporate such content in the classroom, the challenge is how to inspire students to care about an issue so far removed from their lives. One way of addressing this is to cause them to see that they are indirectly part of the problem and how they can be part of the solution.  This requires planning and strategy.  One way of introducing these global issues in our classes is to introduce a topic at a time as a mini warm up and when an issue captures students' interest and imagination, more time and resources can be devoted to that issue.  These issues can also be connected to content students are learning  in class; for example, the plight of the lion can be linked to economic development and who traditionally benefits from this, who is left behind and why, use of the land and its resources and changing wheather patterns.  These topics can be taught within a point of intersection with content students are learning.   Teaching about these global crisises can be inspiring and is important for our very survival and that of the Earth depends on it.  I appreciate Simba's efforts, his commitment, passion and example of how progress is possible as it relates to conservation and for inspiring me to think about how I can include more topics such as these in my classes.

 

[Jacqueline Mercado]

In session three we saw that during the warring period in China, China was divided and its many states at war.  It was from this period of chaos and fragmentation that much exploration and philosophical thought about self and government emerges.   When people are fearful, they can either close themeslves to new ideas or out of their need to solve a problem, thoughtful people can become open to exploration and discovery.  In this session, we see that this kind of exploration and development also applies in the development of the arts and the aesthetic that arises during the Tang dynasty, considered to be the golden age of poetry in China.  Professor Ye emphasized that cultural cultivation of the aesthetic, from philosophy to the evolution of the Chinese language and written script turned into art that emerged at this time.  On a personal note, I enjoyed this session because of his emphasis on Chinese poetry because my knowledge and experience of Chinese poetry is scant. As I read through some of the poems in the reading, I find that while some of the themes might reflect some of the preocupations of the time in which they were written, such as war, they also express universal thems of love, solitude, communion with nature and the intoxicating effects of wine.  An idea for how to incorporate this poety into the classroom would be to create lessons in which students can compare some of the themes in Chinese poetry to poems traditionally taught in school such as those written by some American poets like Robert Frost and Emmerson, for example.  Because nature is a topic explored in the Chinese poems, a good point of comparison would be poems from the Romantic period.  Not only are there similarities in the themes explored but also in the poetic devices used like the beautiful imagery and language used.  In this way, students would not only be exposed to classic western poetry but explore some of the poetry from East Asia.

[Jacqueline Mercado]

As evidence for the origins of Japan ands its culture, Professor Yamashita provided various types of evidence that corroborate the origins of the Japanese people. One type of evidence presented is the mythological evidence or an example of a creation myth: The Birth of the Land. This narrative describes how two deities, Izanagi and Izanami, descend upon the Earth and then by coming together, give birth to many islands, each given a specific name.  This text, as an example of a creation myth from a Japanese perspective, is revealing of some aspects of the Japanese culture and world view.  Creation myths are generally taught to teach students about a culture's cosmology: its relationship to the natural world and geography of the land, deities and their relationship to the Earth, and so on.  This text would be good to include within a unit of creation myths from different cultures.  I would have students look at the similarities and differences between different creation myths and examine what the distinct themes and characteristics suggest of the creation myth as a genre and more specifically, of the cultures which produced it.  As they find the similarities, they can understand some of the universal motifs and archetypes expressed in these myths.  As they think about the differences and variations among the different myths students can reach their own conclusions about what values these variations might suggest of that culture, their identity and experiences. Some of the questions students can explore are: what values does the myth reveal?  What might this suggest about the people's relationship to the land and its topography?  What is the relationship of the God/s to the Earth and what might this suggest?    This kind of multicultural exposure is particularly important because students generally get taught the traditional western creation myths, particularly Greek and Roman narratives.  By including creation myths from East Asia and other parts of the globe, students would get a broader and more inclusive perspective of the multifaceted world in which we live in and gain some understanding of its diversity of thought and experience.

[Jacqueline Mercado]

During the course of his presentation, Professor Yamashita made the statement that he was there to teach us something new about Japan, its culture and history.  As a student, I enjoyed learning about the origins of Japan and the types of evidence that corroborate that history.  As a teacher, I appreciated how Professor Yamashita organized his presentation on the origins of classical Japan by framing it with questions to be answered and puzzles to be solved.  By doing this, he piqued my interest in his research and findings on the topic.  As the presentation progresses, the questions seem to become progressively harder.  His organizing of content around questions that seem to guide the course and flow of the delivery of content is applicable to how I can approach my planning and execution of lessons.  The word puzzle presupposes that there is a problem to be solved and conclusions to be reached after careful analysis of the evidence available.  Similarly, carefully thought of questions can provide students with a focus that guides them through the content of the lesson.  There are many levels of questions that can be presented, ideally from the most basic to more complex questions that will engage students at a more meaningful level.  Presenting students with quetions can guide them through deeper thinking and discovery.  Professor Yamashita's presentation is an example of how I can organize content for students, scaffold material and guide them to think more independently about any lesson. His presentation got me thinking about the importance of questions, the quality of the questions I ask and how these can facilitate learning for my students as well as energize and transform my lessons.

[Jacqueline Mercado]

I came across a report on PBS about the current situation in China that connects to some of the issues discussed in session one.  The report discussed China's rising economy, up to the 2nd largest in the world, and its relationship to the Chinese people's rising expectations.  China's evolution to a global economy has led to rising lifestyle expectations and these rising expectations fuel China's economic boom. As I listened to the report, I picked up on some of the cultural and social implications of this evolution.  According to the report, modern China has emerged from a dark time in history under Mao Zedong's leadership as a modern booming economy.  As a result of this economic growth, the Chinese are improving their lifestyle and benefitting monetarily. People are rising to a new middle class but as they rise, with this upward mobility, come challenges with social and cultural implications.   One challenge is that people are not able to afford property as property prices soar.  As prices in real estate rise and young men are unable to buy property, they are less likely to find a spouse as Chinese women prefer to marry men with property and a stable financial standing.  In this new and competitive environment, both men and women look for financial security among the increasing uncertainty and pressures related to their future prospects.  In this new era in China, there is not only competition for property but for spouses and jobs, too.  If people do not marry, this will contribute to the increasing low birthrates.  It remains to be seen how Communist China will respond to this social instability.

[Jacqueline Mercado]

Our visit to the Huntington Library gardens was not only a pleasant outing, but one ripe for much learning. The day was pleasant and the grounds beautiful.  It would have been easy to get caught by the beauty and serenity of the place, but I was there with a mission: to learn something new and to think about how I could bring this new learning to my classroom. The outing proved to be an opportunity for personal insight, learning and enjoyment.  It was enlightening to see how the Chinese and Japanese gardens are distinct and what these differences suggest about these distinct cultures.  The Chinese garden has elements that seem to echo some of the ideas essential in Daoism, for instance, that is it reflects a harmonious relationship with nature instead of having human interference be the focal point.  This garden with its various elements fit naturally: water and its relationship to living things such as the carp and surrounding vegetation seems central, the various rocks, stones and even cultural artifacts like Chinese art reflect the culture. One distinct feature is that there are many scenes displayed throughout the garden.  According to our guide, this garden is reflective of the gardens in China.  As for the Japanese garden, it is equally beautiful but its elements slightly different.  This garden is more trimmed but the wooden bridge gives it an ancient feel and look. Professor Dube mentioned that this is reflective of how the Japanese view aging as a natural part of life.  Both gardens are similar and yet different.   A visit to the gardens would be an educational experience for all of my students who are mainly city dwellers as well as it was for me.  Such a visit would be an ideal part of a study of Chinese and Japanese culture.  Students could observe and write about what the relationship between these cultures and nature might be and and how this is reflected in the construction of the gardens and its arrangement of the natural elements. Students can specifically observe how these natural spaces are constructed and what this suggests about the Chinese and Japanese people's relationship to space and nature.  This type of exercise would involve students to observe and could lead them to write about their observations in a compare and contrast essay in which students analyze the elements of each garden for English class. This exercise in observation can lead students to write a descriptive essay using vivid language and descriptions and  create their own artistic interpretation of the gardens for Art class. Students can also use their observations of these gardens as inspiration for their own creation of a natrual space within the city and to describe what that would like and what it would include and why such spaces are important within urban areas.  Indeed, a visit to the Huntington gardens would be a unique educational outing that would engage students, appeal to their sense of beauty and relieve some stress in the process.

[Jacqueline Mercado]

As a teacher of literature, I understand the interconnectedness between literature and historical context.  As I read the "The Village Headman and the New Teacher," I thought about what this story might reveal about village life in China during the Ming dynasty and how I could use this with my students. I could easily guide them through the elements of fiction such as development of characters and plot.  As the story is a satire and critique of the society it writes about, getting to this layer of meaning would require additional scaffolding and discussion.  The story not only renders a vivid picture of rural life in China, but it is an example of satire and irony.  Some of the questions I would present to students to help them understand the story and its historical significance is: what does this story tell us about the values of the society it describes?  What commentary of that society is the writer making?  How is the story a satire of society and what evidence of that can we point to in the story? This reading would expose students to Chinese literature and satire.  Personally, I found the reading engaging with its colorful portrayal of the characters and dialogue laddened with irony.  I could in particular connect with the unfair and undignified treatment of the teacher, Mr. Zhou Jin, who despite being faced with low wages and unruly children, is determined to stay and make a difference in his students' lives.

[Jacqueline Mercado]

On a personal note, I appreciated the opportunity to engage in a philosophical debate during class.  Prior to our debate, my knowledge of the specific beliefs and origins of the major philosophical traditions of east Asia was limited and so I particularly enjoyed this activity because it gave me a lively and solid introduction to the major schools of thought particular to east Asia.  As a result, I have been inspired to dig deeper into each philosophical tradition so that I can teach this to my students.  Prior to this session, I also did not understand the social and political conditions that gave birth to this rich body of philosophy.  At this time, China was not unified and corruption and war seemed to flourish unchecked throughout the land.  It is at this fragmented time that questions arise, the quest for answers and solutions to the chaos takes precedence and philosophies take form.  I would like to bring this knowledge to my students and have them examine the various schools of thought. One way of doing this is to have students select a school of philosophy to research and then create a cartoon or a short graphic novel in which they create a narrative, scenario or fable that would encapsulate the main attitudes and beliefs of their chosen philosophical tradition.  There are many ways one can bring this kind of study into our students' lives. As a result of my own exploration of this content in this session, I have been inspired to do so and will continue to think about how I can incorporate these ideas into my curriculum and into the classroom.

[Jacqueline Mercado]

I found the piece Proclamations of the Hongwu Emperor to be an interesting read as it portrays a lucid depiction of the the values and thoughts of the ruler Zhu Yuanzhang of the Ming dynasty and offers a glimpse into the methods he used to rule over China.  He begins by encouraging officials to refrain from evil and persuades them to do so by stating that if they do as he says, they will bring glory to their ancestors, wives, children and themselves and be able to assist him in his ruling of the people.  According to Zhu, the key to effectively ruling over a big country like China, is to maintain law and order and he does this by persuading leaders to free themselves of corruption and join in his efforts to reestablish order and enforce the laws.  Considering that the Ming dynasty was one of China's most stable and autocratic dynasties, we can conclude that Zhu's style of governance was effective in controling his subjects.  I found this reading not only interesting but easy to read and so it could easily be used with students.  I would use this reading as a primary text to get students to consider what the text reveals about Zhu's ruling style, his values and what that might say about the Ming dynasty and can tie into larger questions of power and governance.

[Jacqueline Mercado]

My father has broken the law..now what am I to do?   As a Mohist, I would approach this situation with reason, logical arguments and cannot let any emotional ties, even to my beloved father, cloud my judgment.  Because I reject the rituals central to Confucianism, it is not particularly surprising that a fellow human being, with all their flaws, has broken the law.  This act is not a source of great revelation but I firmly believe all crimes must be punished for the greater good of all.  Because I reject the centrality of the family, I would be forced to treat my father as I would any other criminal and not deal with him with any bias, partiality or preference.  I am to treat all people equally, even if that person is my beloved father.  I would not let any emotional ties compromise my judgment and commitment to the law and high moral standard.  I would be forced to turn my father in for the interest of the public good, despite my personal feelings for him.  It is my belief that all crimes must be brought to justice in order to prevent future crimes and preserve order and the public good at the expense of my personal love for my father.  Giving up what is most dearest to me for the interest of the public good would be the highest morality expressed.

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