[Petrina Jap]

I read “Folding Beijing” after “The Wandering Earth,” and noted that there were noticeable different emphases, though both were science-fiction novels with similar themes. The story of “The Wandering Earth” revolved around survival, and the tone of the narrator was cold and matter-of-fact; the story of “Folding Beijing” also revolved around survival, yet the narrator and characters he interacts with speak with emotion and are motivated by love. In “The Wandering Earth,” the main character and his wife have a son but often leave him unattended and ultimately are disconnected with him. In “Folding Beijing,” the main character adopts a daughter, recognizes her inclinations, and undergoes great lengths to provide for her. 

These differences could be credited to the two stories taking place in two very different settings. Or, as Dr. Bernard mentioned in his lecture, perhaps this difference could be due to “The Wandering Earth” being authored by a man, and “Folding Beijing” being authored by a woman — an idea that brings up many different questions of gender in itself! 

[Petrina Jap]

While reading “The Wandering Earth,” I was struck by how emotionless or matter-of-fact the characters were in certain scenes. Human relationships are portrayed as disposable throughout the novella, as practically planning for survival takes precedent over feelings. At the same time, I find that this story was deeply personal; the narrator expresses moments of longing and grief. It is clear that the people on earth feel deep fear, as all of their actions are reactions to their emotions, primarily anger and fear. When anger is expressed through the Resistance, hate is subsequently spread throughout the world. The narrator describes his feelings of deep remorse, as well as a little girl spitting on an old man. This leads me to wonder if the characters are truly void of emotions throughout the story, or if they have simply been suppressing their emotions. 

I think it’d be interesting to compare the reflections of students of varying grade/age levels regarding the message and themes of this novella. Certain themes in this story are hidden, and its note on human usage of natural resources is certainly complex (considering that it was necessary for survival). I am curious to observe how different students interact with this text, its messages, and its implications. 

 

[Petrina Jap]

The complexity of filial piety is apparent throughout Ozu’s “Late Spring.” Even from the short clips we watched during Dr. Yasar’s lecture today, it was clear that there is tension in observing filial piety. In the film, Noriko’s reluctance to marry is largely stemmed for her love for her father; while her father surely appreciates Noriko’s care for him, he reluctantly realizes that he must marry Noriko off for her benefit. The ending of the film is bittersweet, as both have remained faithful to each other’s priorities, yet have lost each other. 

I would be curious to find how Western students react to this film, particularly the ending. In this day and age, (western) society often encourages people to be true to themselves and their own desires, a notion that stands against Noriko and her father’s actions. I would like to see if students are able to understand, and perhaps even support, this example of familial piety demonstrated in “Late Spring.”

 

[Petrina Jap]

Nichole,

I like that you point out that this film can be used for multiple subjects. As we were going through the clips in today’s lecture, I noticed how Dr. Yasar was able to expound on the material from different aspects — historical, social, and political contexts, literature, film and art techniques, cultural understanding... there is so much potential with a film like this!

[Petrina Jap]

Diana,

I also wondered about the link between cosmetic surgery and filial piety. All of the people I know who have returned to Asia for cosmetic surgery have done so out of their own desires; though some of their parents/family members have initiated the discussion and encouraged them to getting their eyes/nose/chin done,  the decision was ultimately theirs. After reading that article, I talked to two friends in Asia, and asked why they chose to have surgery — one’s response was that “it’s just what everyone does” and she didn’t want to be “the ugly one”; the other also mentioned that it’s expected, and that companies hire better looking people. 

I wonder if the filial piety shown through people’s “successes” and their ability to bring pride to their parents, whether that’s through being accepted by society or landing a job.

 

[Petrina Jap]

I was intrigued to learn that class was more important than gender in determining individual status in Pre-17th Century Korea. I have only studied, read texts, or really talked about Post-17th Century Korea, and was surprised that Korean women were once able to actively gain agency and power in society.

Today’s lecture reminded me of Min Jin Lee’s “Pachinko,” a novel that follows a Korean’s family migration to Japan. Several generations are birthed throughout the course of this novel, and all members of the family interact with racial tension, albeit in different ways. It is sobering to realize how pain and shame — and their effects, as well — are so easily passed on from generation to generation. As someone mentioned today, it is important to discuss hard topics such as these. 

Considering that gendered contradictions are becoming more apparent and talked about in society, I am curious to see how considerations of gender will continue to evolve in South Korea. 

 

[Petrina Jap]

Nicole, 

I also enjoyed the comparison of male and female writings — it is so interesting to note how knowledge of historical details (such as gender expectations and mobility) can provide insight into a text! I would be curious to see if/what “clues” regarding an author’s gender can be seen in other cultures’ literary works. 

[Petrina Jap]

I appreciate all the information Dr. Miyake shared with us in her lecture, including the resources and suggested classroom activities! After today’s lecture, I have a deeper understanding of the relationship between a country’s political state/nature and the aesthetic of its literature. I found it interesting to learn how scholars have been able to guess an author’s gender simply by examining the setting of the poem, and the time period of when it was written by analyzing literary details, such as tropes and diction. 

As Dr. Miyake suggested, many valuable classroom activities can be drawn from the knowledge shared today — analyzing a poem, connecting history and literature lessons, and perhaps even creative assignments such as illustrating a poem or story from Classical Japan. 

[Petrina Jap]

The way Ban Zhao describes herself is striking — in the first sentence alone, she refers to herself as “unworthy, unsophisticated, unenlightened, [and] unintelligent.” While her self-depreciation is saddening, I also find it a bit curious, considering that she goes on to write “Lessons for Women.” Writing instructions of how to become a decent human being, much less making claims of how which virtues are the most important, is a task that takes some confidence and a sense of self-assuredness!

This document instructs married women how to live, act, and think. In her introduction, Ban Zhao expresses that following these behavioral guidelines will benefit a woman’s life; following the customs in “Lessons for Women” will ultimately lead a woman to be praised by those around her. 

After learning that the Chinese government recently came out with a new version of the 24 Fililal Exemplars, I am curious to know how Ban Zhao’s “Lessons for Women” is studied and/or passed on in modern-day China, especially in light of individualization. 

[Petrina Jap]

I enjoyed Professor Yan’s lecture on Chinese familism, and appreciated that he took the time to break down how changes in gender and generations have affected the family institution in China. I was intrigued by the way standards and characteristics of “the exemplary woman” have changed, but simultaneously stayed the same over the years. Considering how much the concept of individualization has affected the way families relate and interact with one another, I expected there to be a dramatic difference in the way gender roles are perceived and defined. However, as Professor Yan noted, the same type of  “exemplary women”  is present and continues to be encouraged today.

I understand that it is easy to disapprove of the idea that women are continuing to perpetuate this notion/standard today; however, their act of bending to the will of the patriarchy (influenced by both gender and generation) is more understandable when realizing that Chinese families value hard work and emphasize the value of delayed gratification — and have for years! I imagine it’d be difficult to break a pattern and value system that has been ongoing for thousands of years. I am curious to see how people continue to interact with the “exemplary woman” in the years to come. 

[Petrina Jap]

Hello, all! My name is Petrina Jap. I am a first grade teacher at Bellevue Children's Academy in Bellevue, Washington. I'm looking forward to meeting and learning with you all in this seminar!

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