[Tom Mueller]

This was a very interesting workshop.  My favorite course to teach is Introduction to Geography.  The course is taught as a World Regional Geography course, in which students learn the basics of geography by examining different regions of the Earth.  My two major goals for this course are increasing students’ spatial awareness and having them become more informed global citizens. 

There was a lot of information that I could apply to my Introduction to Geography.  The Korean culture could be integrated into my first couple of classes when we discuss culture and then could also be helpful in the discussion of East Asia.  The classical music in China would also be very helpful in both of these sections.  It would also be a nice change of pace in the course.  Unfortunately sometimes in this course we discuss a lot of doom and gloom examples – India vs Pakistan (both have nuclear weapons), Conflict Minerals in Democratic Republic of the Congo, etc. The two sections that I will probably dive into with a little more in my class is the migration of Buddhism and the Belt and Road Initiative. In fact, I will build my multi – lesson on these two topics. I think I can link them by starting with Silk Road and show the connection to the migration of Buddhism in my cultural lecture.  Then when we discuss East Asia we can make connections with China’s Belt and Road Initiative.

First as discussed in the previous discussion, I want to use the Travels of Xuanzang – Ten Thousand miles along the Silk Road website - https://artsandculture.google.com/exhibit/travels-of-xuanzang-629-645-ce-xuanzang-memorial-nava-nalanda-mahavihara/nQJS3GyICUOmKg?hl=en Students would examine the text and the landscape of the trip.  They would have to identify the different landscapes of the travels (mountains, deserts, etc.). I would ask students to use Google Maps or ArcGIS online through satellite imagery of this area to discuss the current transportation routes that are now available.  Did they follow the old Silk Road (or travels, etc.)? Then I would ask students if they would make this trip (back them and now).  Why or Why Not?

When we discuss East Asia, I definitely want to discuss the Uyghur’s situation. So after showing a map of their location and discussing very generally the Belt and Road initiative, I would then ask students to read 4 – to 5 stories from the Radio Free Asia site - https://www.rfa.org/english/news/uyghur.  Students would then come to class to present their knowledge of the situation - what they learned, how they felt reading them, etc. Then when we move to the BRI discussion. I want to use the China Pakistan Economic Corridor maps http://cpec.gov.pk/maps .  The maps are great, but I want to create some that are more interactive.  So I may take the maps and create them on ArcGIS online.  Students would examine the landscape of the routes, etc. It would be a great discussion on physical landscape and infrastructure.

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[Tom Mueller]

Yes, I would like a certificate.  Thank you. 

[Tom Mueller]

Thank you Shane

[Tom Mueller]

Christina – your post made me wonder about other types of music – specifically hip – hop in China.  I grew up mostly in Wonder Bread USA type towns (extremely white).  So when I first heard KRS One and Public Enemy, it was an education (and education I was not getting in my current high school).  Those artists were talking about a world that was unknown to me.  In fact, I started to read the Autobiography of Malcolm X after listening to one of Public Enemy’s songs.  So I was curious about hip – hop in China and found their message is different than in American hip hop

“But in stark contrast to the longstanding tradition of counter-culturalism and racial protest that has defined American hip-hop, the politics these rappers are asserting has a distinctly, one-noted nationalist tone.” https://www.bbc.com/culture/article/20191106-why-chinese-rappers-dont-fight-the-power

It might be interesting for my students to complete research on hip – hop in different countries and comparing it with the country’s governmental structure.

 

[Tom Mueller]

Great point (and I agree with you) in that classical music was going against the Cultural Revolution tendencies. I was thinking that maybe the Chinese elites felt they had made enough changes (the amount of people in an orchestra and creating more “Chinese centric” music) to make it their verison - Chinese.  I think about some of the cultural entities that the US has taken and used that most people think are American.  I also agree that music is one of those great entities that can assist in our teaching.  Thank you for the information in your post to assist me.

 

[Tom Mueller]

I agree that it was surprising the push of Classical Music (Symphonic Music) in China. I wondered if someone had ever studied the percent of classical music listeners by country.  I did not find anything specific, but it seems classical music is on the rise – thanks to relaxing apps, etc.  However I did find this article by a UCLA music professor. 

“Seventy-five percent of my students at UCLA are Chinese or Chinese American. Pianists from China, after graduating from the best music schools in Europe and the United States, return home to pass on classical music traditions in their own distinct ways. This musical exchange is exponentially growing. Concert halls may remain empty in our nation’s cities, especially when traditional classical recitals are offered by a non-household name, but in China, playing a Beethoven or Chopin program is not boring or unhip. Chinese audiences are hungry for more”

https://www.washingtonpost.com/opinions/the-future-of-classical-music-is-chinese/2019/03/22/2649e9dc-4cb5-11e9-93d0-64dbcf38ba41_story.html

 

[Tom Mueller]

This was a fascinating set of presentations and readings.  Honestly I never thought about western classic music being used as a gateway into having people believe a certain way.  The Europeans were hoping that if the Chinese would accept their presents and music then they would accept their religion.  However, the Chinese took the “parts” they wanted and disregarded the rest.  This reminds me a little of the “start with a carrot and if it does not work then use the hammer” story.  Early on the Europeans showed the Chinese respect and used a softer hand as they entered the Chinese market, when this method did not seem to work or maybe was moving too slowly for the Europeans, they turned to violence – Opium War, etc.  The respect was gone. I saw that in the Shanghai Symphony Orchestra story – at least initially – it had no Chinese people in orchestra or audience. I also found it interesting that as the Soviets came into assist China, they helped defend classical music (as not bourgeois).  During the Cultural Revolution anything that was foreign, etc. needed to be eliminated.  However, the Chinese still used the instruments, but came up with their own music. It was the last part of the presentation that I thought was/is the key to US and Chinese relations back then and now– US events in China and Chinese events in the United States.  If we can “see” Chinese musicians, artists, etc. then we start to “see” the Chinese as people and not as the government. For example, my daughter loves to dance and I know talking to her, that her knowledge of China comes from news and images on her IPad, etc. (I am trying to change it) and with the current climate in our country, most of it does not seem to be very positive.  So I wanted to take her to the Shen Yun dance recital. - https://www.shenyun.com/cleveland?src=hr&country=us. I wanted her to see this beautiful dance and wonderful dancers and maybe she will feel a connection – person to person.

 

[Tom Mueller]

Very good point – Deborah about the reversal of the GOP.  I wonder if this has to do with the current climate in our country.  It seems that GOP is going to make China the villain in this election. I remember back in the eighties the discussion that our economic relationship with China would assist them in becoming more democratic.  However that has not happened and then the trade imbalance, etc. has changed that perception.  China has become a bigger “boogie man” than Islam.  I am not saying that Senator Rubio is wrong.  It just makes me wonder.

 

[Tom Mueller]

I was also very interested about the Jewish population in China.  Thank you for the information on the history of Jews in China dating back over a thousand years ago.  I was also interested in the Jews fleeing to China to escape the Bolshevik Revolution and then the Nazis. I found this article - https://www.theatlantic.com/china/archive/2013/11/shanghais-forgotten-jewish-past/281713/ When we study country after country that shut their borders to the Jews, it was China that at least initially kept its doors open as a refuge.

 

[Tom Mueller]

I completely agree. Obviously I heard on the news about the Muslims.  I did not realize the amounts and the diversity of minorities in China.  It reminded me of the concept of nation.  Nation is a cultural entity – a group of people with similar cultural traits – religion, language common history, etc. When I discuss this concept we compare nation with a state.  A state is a political entity – land, settled people, government, sovereignty, etc.  We also discuss that most researchers classify Japan as a nation – state (one nation within one state).  However we know there are other cultural groups within Japan (Koreans, etc.). How do we divide the groups?  How do we generalize?  The discussion of atrocities against the Muslims could also highlight how China is trying to make itself as a nation – state, etc.

 

[Tom Mueller]

Thank you so much for a great presentation and readings.  My goal this semester in my Introduction to Geography class is to discuss the Silk Road in the beginning of my course when we discuss Globalization and then “connect” it to the Belt and Road Initiative when we discuss East Asia. I had the basic knowledge but this information really helps me.  As Dru stated Xinjiang is one of the keys to the BRI.  First, the discussion on Xinjiang, I think would be a starting point.  I would start by discussing the changing focus of the Chinese government on this region.  I am going to also add the Radio Free Asia link to my class for students to read about the current situation. https://www.rfa.org/english/news/uyghur. The use of the “fight on terrorism argument” by China to push these atrocities would also lead to a further examinations. I think this discussion can have my students start to think about the argument on US policies. As I have stated some of my students have a very biased impression of Islam.  It is one of the biggest misconceptions that I have to fight in my class Then we can focus on the BRI and Xinjiang importance and I would want to use the maps that Dru showed about the physical geographical characteristics of the area (elevation and precipitation) to discuss the issues with infrastructure, etc.  Also we need to examine the energy needs of China (and its current domestic energy sources).Then we can examine the countries that are part of the BRI – especially the stans (Kazakhstan, Uzbekistan, Kyrgyzstan, Turkmenistan, and Tajikistan).  I appreciated the table that Dru showed comparing the countries.  We then could discuss as Dru stated the vacuum left by Soviet Union (Russia). The Belt and Road Initiative is able to bring the connections between China and Middle East, Africa, South America, etc.  In fact, I could highlight the Belt and Road Initiative in most of the regions we examine in the class. South Asia would definitely be one of the key regions in this discussion.  I already discuss the economic and political battles between China and India.  China seems to like the tension between India and Pakistan. Dru’s analysis of India being encircled or left out of the BRI was also very telling in this relationship.  I also want to use the China Pakistan Economic Corridor maps http://cpec.gov.pk/maps.  It would be great if I could create some interactive maps based on them.  After this session, I thought I could create an entire course called The Geography of the Belt and Road Initiative. (BRI).

 

[Tom Mueller]

Deborah – thank you so much for the resources.  If you ever develop a lesson and would be willing to share, I would love to use it.  Your discussion is really a great way to bring in Gender into the classroom when discussing Buddhism. The Learn Religion article was very interesting, I really appreciated that they did a comparison of Christian nuns and Buddhism nuns.  I also thought it was fascinating that they refer to themselves as teachers. You also brought up some great questions and I wonder if I could use these in my college class for students to explore.

Thanks again

[Tom Mueller]

Heather – wow, thank you for sharing your experiences.  Would you mind if I share it with my students (of how you had to be respectful)? Some of my college students are the same, they have not been exposed to any other religions or cultures outside their own small area.  I found my students less resistant to learning about Buddhism than Islam, due to their completely distorted view of Islam and their lack of knowledge of Buddhism.  I was thinking of playing this music for them as a tool to help them appreciate Buddhism a little more since it combines the chanting with music and imagery, etc. https://www.youtube.com/watch?v=XwD-tpNsvzU&list=RDXwD-tpNsvzU&start_radio=1&t=8  What do you think?

 

[Tom Mueller]

Jessica – I think it is a great idea to examine each school, much better than mine about splitting them up into areas.  Students then could examine not only each school but its time period and the area that picked up the school.  They could examine the connections between each school and its differences.  I am sure depending on how you framed the discussion you could touch on several educational standards including the National Geographic Standards. 

 

[Tom Mueller]

Thank you so much for the presentations and readings.  In my world geography class we discuss religions briefly and I have found that most students have (relatively) little knowledge of Buddhism.  Obviously my students have knowledge on Christianity and Islam, they also have some “concepts” knowledge about Hinduism – karma, reincarnation and nirvana. So the information in the first presentation will be helpful, especially the discussion of the Eight Fold Path.  I might ask students to compare this path and their own religious beliefs or values.  What are the similarities and differences?  I thought about possibly showing my students the Hell Scrolls that Dr. Meeks discussed and have my students compare the representation of hell in the scrolls with their own perceptions.  What are the similarities and what are the differences?  http://people.reed.edu/~brashiek/scrolls/index.html  My hope is that students would understand and appreciate the similarities and differences of Buddhists and maybe themselves.

As a geography class, I also think I can add two mapping lessons / exercises.  Dr. Meeks showed The Spread of Buddhism Map.  My students could examine the maps and we could start to ask the how and why of Buddhism diffusion.  Another great discussion could be completed by having students read and study the Travels of Xuanzang – Ten Thousand miles along the Silk Road - https://artsandculture.google.com/exhibit/travels-of-xuanzang-629-645-ce-xuanzang-memorial-nava-nalanda-mahavihara/nQJS3GyICUOmKg?hl=en. I would ask students to not only read the text but also to examine the landscape images.  We could discuss the Silk Road landscape – what types seem to dominate, etc.  I might also have them create a map on Google Maps or ArcGIS Online, so they can measure the distance of this journey.  After creating the map, I would ask students to examine the current landscape of the Silk Road by using satellite imagery (they can zoom in and see the uniqueness of this landscape better).  What has changed?  What is similar?  Do they think the landscape imagery of the Arts and Culture website is using the current landscape imagery? After these discussions, I would ask my students to complete an essay examining –

            Would they make this trip?

            What would worry them about making this trip, etc.?

What current items and transportation modes would they take if they had to follow the Silk Road now?

After a brief discussion of Buddhism with my class, I think it would be interesting to split the students up into 3 groups and each group would read one of the readings – Buddhism in China, in Japan and in Korea.  They could research the reasoning for the differences in time and space of the diffusion in East Asia (Korean Peninsula, Japan and China). In the next class, students would discuss the main points from their readings and then discuss similarities and differences.  I think this would be helpful because students would once again understand that a religion is not a concrete entity, but has differences within it.  The reasoning could be location, timing, different thinking, etc.  These are just a few very rough ideas.

 

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