[Sophia Kang]

The changing collective memory, to expand off of what you are saying, is something that interests me as well--the notion of younger generations eventually forgetting this collective memory that once united everyone. As my grandma was listening to a song that was sung during these times, she said that it is different when you hear these types of songs sung by a young person because it doesn't carry the same emotional helplessness that it did when it was sung at the time. I would like to ask my students, how does collective memory change over time as the victims pass away?

[Sophia Kang]

This reminds me of the distinction between "race consciousness" and "racial theory" discussed in one of writings about Sun Yatsen. This author states that the "race consciousness" that Sun Yatsen supports is not a racial thory, but "is for the purpose of nation building based on the reason that China was oppressed ethnically, politically, and economically and that while the Western nations were expanding, China was static. It's interesting to think that in an ever globalizing world, nationalism is somewhat seen as antagonistic and racist towards minority groups, whereas it was meant to create a spirited, safe space for people during war.

[Sophia Kang]

I think it would be also interesting to link that to how in some countries, productivity levels are increasing and innovations are spurring in exchange for the declining population. A few weeks ago, Dr. Dube mentioned that about Japan. I would also see the future projection of this trend and its effects. 

[Sophia Kang]

I definitely agree with you in that history (often depending on where we learn about that history) is often oversimplified and biased. I also often doubt if I have learned my history accurately. What might help is possibly looking into the different perspectives of socioeconomic people during this time? For example, the idea of those with more socioeconomic power choosing to oppress because they can, versus the ones who are barely getting by. I'm not sure if Dr. Jung-Kim has access to stories in the perspectives of both lower and upper class Japanese and Koreans during this time. The last few chapters of Pachinko (a must-read novel about Japan and Korea during this snippet of history) provide an interesting insight into differing views of both ethnicities toward each other depending on their socioeconomic status. The author's novel is also based on a lot of research in Japan, so I would highly recommend. 

[Sophia Kang]

I found Professor Schaede's argument that the 1990's in Japan was not a 'lost decade' but one of renewal and repositioning very intriguing. She argued that the drastic change in the competitive environment after war caused Japan to change from its Developmental State System (aka "iron triangle") to the Congruence Model--a shift from increased size production to a more focused approach to which businesses to succeed in. This was evident when I visited Japan. In the souvenior shops, a common phrase I spotted was "Single-mindedness" similar to the idea of focusing and succeeding in that. Even in the production of confectionaries, I noticed an experienced craftsmanship of a single type of pastry rather than the appearance of a single brand in multiple places. Their focus on the quality production of core iPhone components was also impressive to consider.

[Sophia Kang]

Professor Dube discussed the three institutions that have shaped today's China: 1) the Hukou system limits which shaped opportunities for people; 2) Chinese communist party; 3) Family planning policy. This addressed my misunderstanding of the one-child lmit that I thought restricted families from having more children. An idea that I found interesting was that "political power comes from the barrel of a gun" and that even the thoughtful politicians who impacted the foundations of the Chinese political system quickly lost power because they did not have an army. 
 

[Sophia Kang]

"The Tattooer" is a drastic shift from stories such as Barefoot Gen which are about the war. Throughout the 3 stories--Barefoot Gen, Tattooer, and Woman Writer, a common pattern is the ambition of the three women protagonists in the stories. One strives to lure men, the other strives to follow through with her husband's wishes to protect the children, and another strives to express herself. What surprised me was the amount of violence present in almost all the stories, from a man taking pleasure in the pain of others, to the biting off of fingers. Regardless of the violence, it is interesting to see the treatment of those against the war efforts. Considering the sacrifices of those of lower economic status in the war efforts, it makes sense that some were opposed to war and that this created a cycle of younger men who wanted to join the army so that they could eat. 

[Sophia Kang]

I as  the rebel, Qiu Jin, suggest that although we are currently a weak nation, we think about our ancestral roots. Although our population is diverse and vastly separated geographically, we have been unified as a nation. Now is the time to strengthen our identity! These foreginers absurdly support this idea of liberty, but I would much rather call it the debating society! They eat each other up, each individual believing that he possesses this liberty with which he can take advantage of his brothers and sisters. This will lead to madness where every individual is concerned about feeding his own pockets! Look at us! We have a system set in place to establish relationships between a father and son, teacher and student, governor and citizen. We must continue to cherish loyalty and unite ourselves with the imperial dignity and power that bonded us together in the past. If we must die for our nation, so be it! I would rather die a liberated woman than to see a nation that has forgotten its identity.

[Sophia Kang]

A common theme that runs in both short stories--"Flowers of Fire" and "Cranes"--and Robinson's Odyssey, is the confusion and helplessness of the people that lived in Korea during these times. In Cranes, although the two childhood friends share a common memory, they are thrust to different groups as a random line intrudes on their friendship and survival. Similarly, in "Flowers of Fire," the protagonist is found moving back and forth between whichever oppressor occupies the land and survives by luck and skill. As my grandmother says when I ask her where she was during this 38th parallel divide, "I was just running to the port because they told me to." The fragmented and memories and innocent determination for survival is a common theme. A question I still have is, if Korea as a country was doing well as a unified civilazation before the occupation of various foreign powers, what could have caused Korea to form polar groups that turned against each other? The suggestion that Russia influenced Kim Ilsung and caused the divide seems too simplistic of an explanation. 

[Sophia Kang]

Despite both the Kuomintang and Communists' differences, they are similar in that they both seek to uplift the spirit of the people. Chiang Kaishek states, "If we do not destroy ourselves, no outside force can destroy us." Although they deviate in social revolution and Kuomintang places less emphasis on separation from social revolution, both aimed to overthrow the imperialist government in exchange for popular rights. This reminded me of my interview with a North Korean refugee who when asked about her commentary on the North Korean educational system, stated that first, they must question the imperal family's heavy protectiveness of nuclear power. This type of government seems to hold their power through this nuclear technology. Similarly, both Mao Zedong and Chiang Kaishek state that first, they must rid the country of imperialism and feudalism. The seminar helped me realize that any country that attempts to fight the older governmental system must first establish military rule, which Sun Yatsen lacked. 

[Sophia Kang]

I found the overarching theme of imperialism--its reasons and effects--interesting, especially the fact that one group of people came to see another as more barbaric or less human than the other. I would like to know if in Europe, imperialism had the same effect on how a group of nationalists saw the ones they dominated. Japan's treatment of Koreans and Chinese as inferior is unusual in that within the same continent, there was more contention about which culture was greater. Although without a doubt, Japan was definitely more industrialized and technologically advanced, the treatment of another's traditions and culture as more civilized seems to be a trait of imperialism that I have not seen within Europe--but of course, this is coming from my limited knowledge of European history. 

Another takeaway is that this session parallels the current unit of hysteria in my ELA classroom: Sprouting from a fear of communism, people were beaten, interrogated, and sometimes killed for their affiliation with communism. This relates to The Crucible, hysteria, McCarthyism, and the Red Scare. It would be interesting to see how my students compare and contrast these events in America with the events in Asia. 

[Sophia Kang]

What intrigues me about these readings and videos is the tactics and promises that Mao Zedong put forward to convince the Red Guards. As we watch the videos, I would like to ask my students what they thought made the Cultural Revolution gain momentum. What particular audience was at the focus and what promises were made? For example, one of the videos mention that middle schoolers thought of going to the rural countryside as a picnic. How do generations of feudalism backfire in China? Also, the Economist article about China would be interesting for my students to analyze and compare with US divorce rates and the effects of modernism on families. 

[Sophia Kang]

The caption for this card says, "Earthquake is not terrible. Chinese people are able to defeat disaster." In the foreground is a muscular miner while in the background are nurses and farmers. In art, diagonal lines are often used to portray movement. The lines of this foreground worker project the confidence of these workers in the Cultural Revolution. 

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[Sophia Kang]

In Card #5, there is a man who I believe to be a part of the Red Guard extending his arms with confidence to the future. There are several other workers in the background singing as well. The caption reads "Successfully march with singing the revolutionary song." Meanwhile, there seems to be factories in the background. This card portrays their robust confidence in their work. I might use this in direct contrast to a poem that I discuss with my students in class by Walt Whitman titled "I Hear America Singing." Both leave out the injustices of these times. 

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[Sophia Kang]

Using data to make predictions and hypothesize the future is a great idea! I was thinking of including data in my students' synthesis essay prompts, requiring them to use it to make their claims about pro/con video gaming in an argumentative essay. I think the data about Japanese declining birth (at a negative percentage) particularly interesting and might use that in my class. 

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